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North Carolina LibrariesTABLE OF CONTENTSTHEME ARTICLESISSN 0029-254055 Educating North Carolina Librarians and InformationProfessionals, Benjamin F. Speller, Jr.58 The Organization of Information Curricula, Jerry D. Saye64 Management Teaching: Its Theory and Practice, SherylAnspaugh and John Lubans, Jr.67 Getting Our Ducks in a Row: Research and NorthCarolina's Libraries, Kenneth D. Shearer70 Library Education in a Telecommunications Environment:A North Carolina Perspective, Benjamin F. Speller, Jr.and Robert Burgin73 Library Education for ChildrenTs Services in NorthCarolina, Marilyn L. Miller and Pauletta B. Bracy76 How Should We Train Adult Services Professionals forPublic Library Work?, Sharon L. Baker79 Educating Librarians about Service to Special Groups,Kieth C. Wright83 The Limits of Library School, Duncan SmithARTICLE87 Online Searching with a Microcomputer, Donna FlakeFEATURES50 From the President52 Over to You95 New North Carolina Books98 Libraries: Spread the News103 NCLA Minutes106 New Public Library Standards for North CarolinaCover: Duncan Smith, oThe Limits of Library School: A North Advertisers: Ebsco, 51; Hunter, inside front cover; Albert J.Carolina Reconciliation,� North Carolina Libraries 45 (Summer, Phiebig, Inc., 57; H.W. Wilson, 63.1987): 83.Volume 45, Number 2 Summer 1987

Exalting Learningand LibrariesNORTH CAROLINA LIBRARY ASSOCIATIONFrom the PresidentOur immediate Past President Leland M. Parkin representing the North Carolina Library Asso-ciation on the occasion of the inauguration of M.Christopher White as the tenth president ofGardner-Webb College on Wednesday, April 8,1987, presented NCLA greetings for inclusion intheir scrapbook. It read, oThe twenty-two hun-dred members of the North Carolina LibraryAssociation extend congratulations upon yourelection and best wishes for an effective tenure ofservice at this outstanding institution.� Lelandwas a guest for lunch and at the afternoon recep-tion for President and Mrs. White.It is interesting that the bell used in theinauguration ceremony is a replica of the LibertyBell. It was first rung in the fall of 1970 to inaugu-rate the senior college status of Gardner-Webb.The bell is rung to signify the opening and theclosing of the academic year and to mark formalacademic occasions. Of special historical interest,it is noted that the Whitechapel Bell Foundry inLondon made the bell and it commemorates thebicentenary of American independence 1776-1976. The bell is to the scale of one-fifth the origi-nal Liberty Bell, ordered from the WhitechapelFoundry by the Province of Pennsylvania in 1752,and was cast on the same site. The bell weighsforty-four pounds and stands fifteen inches high.Neither storms, rain, furniture market, reun-ions, conflicting meetings, family obligations,illness nor tornado watches dampened the spiritof those attending the NCLA T87 Spring Workshopand Executive Board Meeting at Greensboro Col-lege, April 24 and 25, 1987. Those that could makeit came with enthusiasm. The result was an ex-tremely successful two days of deliberations, deci-sion making, sharing of ideas, reporting on goalsachieved and objectives revised. Over fiftyNCLAers enjoyed the usual delicious lunch pre-pared by Mark Nelson.Many thanks and deep appreciation go toSusan Squires for being such a gracious hostess.Much of the success of the two days is due toSusanTs efficient organization long before we50"Summer 1987arrived and her continuous efforts throughoutour visit on the Greensboro College Campus.According to the oALA Washington Newslet-ter,� 520 library supporters from 43 states and theDistrict of Columbia participated in the 13thAnnual Library Legislative Day of organized lob-bying on April 7, 1987 during National LibraryWeek. This was an opportunity to document theeffect of the present legislation on libraries, tothank our legislators, and encourage continuedsupport.NCLA Governmental Relations Chair BillBridgman and his committee coordinated NorthCarolina's participation in the National LibraryLegislative Day. Twenty-one North Caroliniansattended. Chairman Bridgman divided the groupinto two teams to call on our legislators inWashington. He reported, oWe think each teammade a good case for the continuation of federalsupport for libraries of all types, and we werepleased with the response we received from thelegislators.� Twenty-eight students from NorthCarolina Central University also participatedunder the leadership of Dean Ben Speller.Representative Major Owens continues topromote our interests as indicated by the ALAWashington Newsletter, oRepresentative MajorOwensT special order on April 8 during NationalLibrary Week prompted a total of 26 Housemembers to make speeches about libraries andlibrary issues.� He, along with those who votedoyes� for library issues and particularly thosevisited on April 7, should receive our thanks.April 8 was a very special day for the NorthCarolina Association of School Librarians, be-cause School Library Media Day was celebratedacross North Carolina. The theme, TAKE TIME TOREAD ... USE YOUR SCHOOL LIBRARY, was evi-dent in balloon launches, read-ins, storybookparades, storytelling festivals, and media fairs.According to NCASL Chair Helen Tugwell, one ofthe highlights was a video program broadcastthrough cablevision showing area students givingbooktalks.Congratulations to NCLA Treasurer NancyClark Fogarty for an excellent audit report of the

1986 NCLA finances dated December 31, 1986.The auditorTs report confirms the Treasurer's1986 Report presented by Nancy at our last boardmeeting. oI certainly breathed a sigh of relief whenI saw it!� remarked a happy Nancy. Those whohave had this responsibility truly understand, asdid Eunice Drum in her comment to Nancy, oIknow the feeling!� We continue to have the bestcare of our funds.In exalting learning and libraries, letTs notforget that the librarian is the key that makes thelearning by the users and the climate of thelibrary come alive. Yet there must be coordina-tion, collaboration and involvement by a host ofPeople, not just the librarian, or indeed by theNorth Carolina Library Association. The words ofDr. Ken Newbold, retired Superintendent ofGreensboro City Schools, spoken so aptly severalyears ago during an NCASL Conference in Dur-ham, keep coming to mind. He spoke to librarians,oHere you are meeting with all of the same generalinterest when you should be at the science con-ference across town.� He has a point! If we intendto exalt our services, then we need to collaboratea great deal with other interest groups in order tobuild lobbyists for our cause outside of our owngroup. It is expected that we speak for our cause;however, others speaking for us could have agreat impact. All types of libraries must utilizeevery vehicle to promote the vital role of our pro-grams in achieving excellence. The cooperativeSharing of expertise and opportunities promotesa strong, cohesive force for excellence. Let us notbe left out of the next A Nation at Risk as werethe excellent school library programs. The themeof our T87 NCLA Conference, LIBRARIES: SPREADTHE NEWS, speaks well to this point.Do you know the following living Past Presi-dents of the North Carolina Library Association?(Please send me any corrections needed onaddresses, etc.)Mrs. Vernelle Palmer420 Windsor DriveSalisbury, NC 28144(1957-1959)Mrs. Elizabeth H. Arline8013 Greeley BoulevardSpringfield, VA 22152(1959-1961)Mr. Carlton P. West8 E Wake Forest Apts.Winston-Salem, NC 27106(1961-1963)Mr. Paul S. Ballance5401 Indiana Ave.Winston-Salem, NC 27106(1965-1967)Mrs. Mildred S. CouncillWinter:P.O. Box 604Mount Olive, NC 28365We hope to see all of these past leaders dur-Summer:223 Orchard LaneBoone, NC 28607(1967-1969)Mr. Leonard L. Johnson109 Falkener DriveGreensboro, NC 27410(1977-1979)Mr. H. William OTShea, Jr.1333 Diehl St.Raleigh, NC 27608(1979-1981)Mrs. Mertys W. Bell5608 Scotland RoadGreensboro, NC 27407(1981-1983)Dr. Leland M. ParkP.O. Box 777Davidson, NC 28036(1983-1985)ing our October 27-30, 87 NCLA Conference inWinston-Salem.Our next NCLA Executive Board Meetingwill be held on July 24, 1987 in Pinehurst at thePine Crest Inn.Have a wonderful summer!Pauline F. Myrick, NCLA President| paige lee cat ain pc catia, cael nee ean s aaa s |Professionalism.ThatTs what you strive to maintain inthe service you offer your librarypatrons.At EBSCO, we're constantly striving toperfect our professionalism. Our regionalrepresentatives understand your needs, cananswer your questions quickly, andcan often help eliminate problemsbefore they occur.Call or send this coupon to see howEBSCO's professionals can help yourMr. Hoyt R. Galvin2259 Vernon DriveCharlotte, NC 28211(1941-1943)Mrs. Jane Wilson Downs708 W. Penn. Ave.Urbana, Illinois 61801(1951-1953)Miss Charlesanna Fox345 Marmaduke CircleAsheboro, NC 27203(1953-1955)Miss Eunice Query204 Pine St./Box 355Boone, NC 28607(1969-1971)Miss Elizabeth Copeland1302 Sonata St.Greenville, NC 27834(1971-1973)Dr. Gene LanierEast Carolina UniversityDept. of Library ScienceGreenville, NC 27834(1973-1975)library operate even more professionally.I'd like more information aboutEBSCO.Send your free 32-page brochure explainingall of EBSCO's serials management services.Have my regional representative call me for anappointment at my convenience.My number is ( )NAME, TITLELIBRARYADDRESSCITY, STATE, ZIPThe Professional Serials Source1 \ =?Whe cs sdSummer 1987"51

Over to YouLetters to the EditorA great deal has been written and spoken inthe past several weeks regarding the publicationof articles in NORTH CAROLINA LIBRARIES.While this journal will always strive to remainvigilant regarding factual information and writ-ing style, we are essentially a professional publi-cation whose primary goal is to be a forum forideas as well as for information.If the editorial board refuses to publish anarticle because we fear the ideas espoused willoffend a segment of our readership, we are actingas censors. If we as librarians in all types oflibraries are serious about our stand in support-ing intellectual freedom, then we cannot backdown when it hits closest home. We cannot in goodconscience criticize religious and political cen-sors if we refuse to allow the publication of anarticle simply because it criticizes one of ourown.As mentioned in the Spring 1987 issue, wewelcome your comments and ideas. Implicit inthis invitation is an offer for response from thepersons most closely related to any issue underdiscussion. The freedom of expression of ideas,particularly those ideas which force us to re-ex-amine ourselves and our modus operandi, is anexciting opportunity and responsibility. Wechoose to encourage it.The Editorial BoardDear Editor:I enclose a copy of a letter recently mailed toRuth Katz concerning her article which appearedin the Spring edition of oNorth Carolina Libraries.�I sincerely feel that it was unfortunate thatyou chose to publish such an article so full ofinflammatory remarks that have no real basis forvalid discussion.I would like very much to see this letterprinted as a response to this article. I feel you owepublic libraries the right to respond to this formof irresponsible mud slinging.With kindest regards, I remain,John W. JonesDirector of LibrariesNeuse Regional Public Library52"Summer 1987Dear Miss Katz:I read your article in the Spring issue ofoNorth Carolina Libraries� with a great deal ofamusement and wonder: amusement, becausemost of the statements you made were nothingmore than opinions and innuendoes; wonder,because you who hold a position as a scholarshould know that statements made without anysupporting data are absolutely and totally worth-less.Your opinionated attacks on the Friends andTrustees are an abomination and if read by thewrong person would do nothing more than causeharm. At no time did you present any form ofevidence to support your invalid assumptions.You simply stood back and slung mud. Believe me,it doesnTt take a scholar to do that.Your few statements concerning the PublicLibrary DirectorsT Association also indicate thatyou did absolutely no research concerning yourtopic. The one true statement you made was thatyou didnTt know why the Association existed.However, if you are interested, I'll be sure you getan invitation to our next meeting.Since your article opened the door to opin-ions, let me give you mine concerning one facetyou discussed. To assume that all libraries shouldand do work for a common goal is not a validassumption. All libraries deal to some degree inthe same product; however, our mission state-ments and populations served are many timesquite different. The overlap by user populations,as reported through the literature with validresearch, at no time exceeds 15%. To place this incontext with reality, the public libraries exist very.nicely without the academic or special libraries.In my library, circulation exceeds almost 50,000items per month. We borrow less than 20 itemsfrom our academic neighbors. At Forsyth Countyover 150,000 items are circulated per month.They borrow less than 50 items from academic orspecial libraries. The goal you seek is not the goalwe seek. If you assume that there is a commongoal for all libraries, then you are wrong.Your statements concerning librarians whohave worked in other states is so ridiculous and

illogically conceived that it does not merit athoughtful response; however, I will again chal-lenge you to bring forth your documentation. Ifsuch documentation does exist, then it deservesnational distribution.To be totally honest, I am more disappointedin the journal than I am with your work. You areentitled to your opinions. They just donTt belong ina professional publication.John W. JonesDirector of LibrariesNeuse Regional Public LibraryDear Editor:It is refreshing to have strong opinions voicedin North Carolina Libraries as was the case withRuth Katz's article in the spring 1987 issue. ItTs toobad that many of the opinions expressed wereuninformed. Trying to address the numerous mis-Conceptions would take an article of equal length.However, I think a free copy of FLASH would80 a long way in soothing Ruth. So I'll be mailing aCopy of mine to her so she can keep abreast ofPublic library activities.Jerry A. Thrasher, DirectorCumberland County PublicLibrary & Information CenterDear Editor:It is a pity Ms. Katz is not more knowledge-able of the public libraries she criticizes (Spring1987 North Carolina Libraries). Adequate fund-ing is the basis of good library service and groupsSuch as the Public Library Directors Association,the Friends of North Carolina Public Libraries,and the North Carolina Library Trustee Associa-tion have all been instrumental in seeing that theState provides increased financial support to itsPublic libraries. Since I have been in North Caro-lina (1982), this figure has increased from $4.3Million to over $10.7 million. These increases haveProvided funds for improved collections andlibrary services which benefit all library users.They also have allowed libraries to hire additionalStaff and improve professional salaries. This initself will do more than any other factor towardincreasing the orepresentativeness� of library staffMs. Katz feels so strongly about.Concerning our lack of cooperation, publiclibraries have long taken a lead in this area.oZOCTs� were characterized by significant publiclibrary involvement, as have many of the continu-ing education opportunities that are available inthis state. At the same time, I would note thatSuch cooperation must be cost effective and servea significant public need.As to the role of the State Library, commentis best left up to Jane Williams, the State Librar-ian. However, it is my understanding that whilethe State Library can and does provide guidanceand assistance to all libraries in North Carolina, ithas a specific charge to opromote the establish-ment and development of public library servicesthroughout all sections of the state.� If Ms. Katzfeels the State Library is derelict in the non-publiclibrary area, some more specifics, I am sure,would be appreciated by the State Librarian.In conclusion, I can only agree with Ms. KatzTsintroduction, oThis article is one personTs assess-ment of librarianship ...� Unfortunately, it is thatand nothing more.David M. Paynter, DirectorNew Hanover County PublicLibraryDear Editor:I would like to respond to a portion of RuthKatzTs article oNew Opportunites, New Choices:Some Observations About Libraries in NorthCarolina,� in the Spring 1987 issue of North Caro-lina Libraries, concerning the North CarolinaLibrary Association.Many of us recall the study leading to thepublication North Carolina 2000 addressing state-wide concerns such as education, environment,crime, health, etc., but not addressing informationas a concern of this state in entering the twenty-first century. Further the role of the informationdelivery systems of the state"namely our librar-ies"was relegated to that of preservation andrecreation.Clearly the total library services of our stateneed higher visibility not only among our citizensbut our leaders and planners. In my view NCLA isa primary organization in our state to bring thisabout. The State Library exerts a strong leader-ship role for librarianship in our state, butbecause it is part of the executive branch ofgovernment there are some constraints on actionit can take. NCLA on the other hand can serve asa coalition of all the libraries of the state inaddressing matters of local, state and nationalconcern, and can act with fewer, or at least differ-ent, constraints. Together these two entities are aformidable force for action.And what are some of the actions we need totake to be ready for the year 2000? For starterswe can be vigorous advocates for public access topublic information"local, state and national; wecan adopt a proactive role toward the next WhiteHouse Conference; we can work with our libraryschools in fostering research appropriate for theSummer 1987"53

advancement of library service in our state, andpublish the results; we can be the leaders inadopting a proactive cooperative attitude em-bracing the total communities in which we oper-ate. And of course we can continue our commit-ment to the advancement of librarians in ourstate.To enable NCLA to achieve this potentialsome changes should be considered. For example,ours is a voluntary organization which placesconsiderable demands on our elected officials;letTs be sure that all our offices elected mem-bership-wide be offices of substance. LetTs exam-ine the duties and responsibilities of each andmake sure that when we ask our talented leadersto serve in an office it is one that offers a chal-lenge and is important to the furtherance of theassociation, not one that is more honorary thansubstantive. And while we are at it, letTs reducethe labor-intensive and time-consuming choresthat we presently impose on our Secretary andTreasurer, by contracting for those services. Allwe'll lose is the tedium; we'll retain control andfree our officers for the proactive, innovative poli-cy-making roles we elected them to serve.Although we are a voluntary organization, wedo not have to continue the puritan ethic of amake-do association. LetTs have a dues structurethat is realistic, and provides adequate support tothe various units of NCLA. For me, those unitsaddressing type of library have been less stimulat-ing than those addressing library functions. Per-haps for others they have equal value. We mightconsider abolishing the requirement that a mem-ber might first join a particular unit, abolish the54"Summer 1987ofree� unit, and simply let members join any andas many units as they wish setting a fee that willtruly support a unit.I have often heard persons say not to makewaves, not to rock the boat, but the logical con-clusion of that is seldom mentioned: if there areno waves and a boat is not rocking that boat isprobably dead in the water, going nowhere,except perhaps in circles. NCLA is not dead in thewater, but change will be needed to provide theviable, vigorous organization we need as weapproach the next century. We have enough timeto be ready.LetTs take the report of the Futures Commit-tee and Ruth KatzTs article as vehicles for inten-sive"even heated"discussion by the full member-ship, both in print and face to face. Then letTscombine our discussion with just as vigorous anoattitudinal adjustment� visit to the local pub,where the target is on the wall, not personal!Marjorie W. LindseyMember, Futures CommitteeDear Editor:Thank you for inaugurating the colummoOver To You� for reader feedback. In examiningthe last five issues of North Carolina Libraries, Ifound not a single letter to the editor. Hopefully,every issue beginning with this one will include atleast one such letter. In the absence of any lettersto the editor, the question oIs anyone reading thisjournal?� may legitimately be raised.The feature I enjoy most in each issue is thesection entitled oNew North Carolina Books,� anexcellent selection tool. In my view, this sectionshould be expanded to include more titles, includ-ing pamphlets as well as books.More illustrations"photos as well as chartsand graphs"would help to improve the overallappearance of the journal.The quality of our state library journal isgood, but, like the quality of American education,it can always be improved.Alva StewartReference LibrarianN.C. A&T UniversityNORTH CAROLINA LIBRARIES invites your comments.Please address and sign with your name and position all cor-respondence to: Frances B. Bradburn, Editor, NORTH CARO-LINA LIBRARIES, 2431 Crabtree Boulevard, Raleigh, N.C.27604. We reserve the right to edit all letters for length andclarity. Whenever time permits, persons most closely related tothe issue under discussion will be given an opportunity torespond to points made in the letter. Deadline dates will be thecopy deadlines for the journal: February 10, May 10, August 10,and November 10.

Educating North Carolina Librariansand Information Professionals:AN INTRODUCTIONBenjamin F. Speller, Jr., Guest EditorThis special section on educating librariansand related information professionals in NorthCarolina focuses on five assumptions: (1) com-petency-based education is a valid approach todetermining a suitable curriculum for prepara-tion of entry level professionals [1]; (2) studentsmust be able to utilize the knowledge and skills oflibrarianship and information science within thecontext of information problems and needs of allkinds of library environments; (3) students mustbe able to use a research approach to problemSolving; (4) the mission of libraries has notchanged; but the principles and procedures forplanning and implementing this mission havechanged because of computer and communica-tions technology developments; and (5) continu-ing education is an important instructional goalbecause of the dynamic nature of an increasinglyinformation-based society.With these five assumptions as an organiza-tional framework, the articles in this special sec-tion have been grouped into three broad categories:(1) foundations of the profession which includeOrganization of information, management, re-Search, communications and information sys-tems; (2) resources and services for children,adults and special groups; and, (3) continuingeducation.The guest editor allowed the authors toaddress their topics in their own individual styles.This may have resulted in some unevenness inScope and content; but this was considered thebest approach to providing an unbiased picture ofthe education of librarians in The University ofNorth Carolina system, since each library andinformation science programTs faculty plans anddevelops its own unique curriculum based on itsOwn individual mission, goals, objectives and phi-losophy of instruction and research. A brief bibli-Benjamin F. Speller, Jr., is Dean of the School of Library andInformation Sciences, North Carolina Central University,Durham.ography is provided at the end of this introductionfor those individuals who are interested in lookingat this topic from a national perspective.Foundations of the ProfessionOrganization of Information. Jerry Saye dis-cusses the potential for educating and the con-tinuing development of professionals in the areasof cataloging and classification. He is, rightly,alarmed at the lack of advanced courses in andthe slow development of interdisciplinaryapproaches to instruction and research activitiesin the five library education programs in NorthCarolina. The lack of focus on theoretical issues inthis area may inhibit the development of informa-tion science components in all five programsbecause faculty expertise will not be there in thefuture, nor will there be any significant interdisci-plinary components. These same problems willlimit future continuing education programmingin this area of librarianship as well.Management. Sheryl Anspaugh and JohnLubans present a description of how manage-ment concepts and principles are taught in NorthCarolina and the southeast. They compared howthey team teach the general principles of man-agement at NCCU with other southeastern libraryand information science programs. Their investi-gations support the fact that management skillscan be learned in an instructional environmentand that there are no longer any major questionsabout the value of learning management theoriesand principles as a foundation to effective prac-tice as a professional.Research. Kenneth Shearer discusses thevalue of research in a profession that is essentiallypractical in orientation. He describes appliedresearch projects that have been conducted inNorth Carolina and their impact on the profes-sion. oResearch in the library and informationscience programs in North Carolina will probablyincrease in the knowledge generation purposesSummer 1987"55

because librarians will be using more of this typeof basic research to develop or significantlyimprove information service and delivery sys-tems.� [Guest Editor]Communications and Information Systems.Benjamin Speller and Robert Burgin present theirperspectives on significant implications that whatis now referred to as the computer/telecommuni-cation age will have on library and informationscience instruction. They note the re-emphasis ontraditional communications, human relations,and other related management skills as a result ofthe increased dependence on computers and tele-communications technologies. They conclude thatthe pervasive nature of these technological devel-opments has required a redefinition and expan-sion of the theories and principles that undergirdthe information professions, and that library edu-cation programs in North Carolina are revisingtheir respective curricula, instruction, and re-search activities as a result of changes.... each library and informa-tion science programTs facultyplans and develops its ownunique curriculum ...Resources and ServicesChildren. Marilyn Miller and Pauletta Bracydescribe the nature of the job outlook for librar-ians serving children and young adults in thestate. They strongly suggest that all public libraryemployers support children and young adult ser-vices, and identify critical issues which should beaddressed by library educators in order to insureadequate preparation of childrenTs and youngadult librarians. There will be serious societalconsequences if this action is not forthcoming.Adults. Sharon Baker uses research resultson major problems facing public library directorsof fifty outstanding public libraries and a reviewof the literature on educating public librarians todetermine the future direction of library educa-tion for adults. Baker identifies three, curriculumareas"community analysis, patron guidance andmaterials exposure"and then describes howthese areas are approached in the library educa-tion programs in North Carolina.Special Groups. Kieth Wright presents anoverview of the emergence of disabled personsinto mainstream society and how library educa-tion programs in general and in North Carolinahave responded to it. Wright also focuses on theimpact that the current computer/telecommuni-56"Summer 1987cations age could have on providing library ser-vice to the disabled and how the disabled could betrained to become information professionals andsupport staff.Continuing EducationDuncan Smith reconciles the learning envi-ronments for prospective librarians in his article,oThe Limits of Library School.� He identifies threeenvironments where individuals learn to becomelibrarians. He believes that neither library schoolnor on-the-job experience in isolation providesadequate preparation for professional librarians.He believes that blending both experiences pro-vides the best learning environment for libraries.He describes the North Carolina Library StaffDevelopment Progam as one example of thisblending.SummaryIn summary, this special issue has focused onthe broad aspects of library and informationscience instruction to avoid an overemphasis onone type of library environment. Several commonthreads emerged: (1) an agreement that techni-cal skills in information handling are necessary;(2) that librarians and information profession-als should have a strong orientation toward serv-ing people; and (3) that human relations andmanagement skills are essential. These articlescontinue to support BucklandTs assumption abouteducation: oIn a changing world, teaching eventhe best contemporary good practice is not goodenough if one is seeking to develop professionalswho will design new services and adapt old onesas needs, circumstances and opportunities change.One needs to deal with concepts and principles aswell as practice; and one needs to foster respectfor the uniqueness of each situation.� [2]References1, Lawrence W.S. Auld, oThe King Report: New Directions inLibrary and Information Science Education,� College & ResearchLibraries News 48 (April 1987): 176.2. Michael K. Buckland, oCommunications, Information, andTraining the Information Professional,� in CommunicatingInformation, Proceedings of the 43rd ASIS Annual Meeting,Anaheim, 1980, (White Plains, New York: Knowledge IndustryPublications, 1980) 370-372.Suggested ReadingsAllen, Melody Lloyd and Margaret Bush. oLibrary Education andYouth Services: A Survey of Faculty Course Offerings, andRelated Activities in Accredited Library Schools.� LibraryTrends 35 (Winter 1987): 485-508.

Becking, Mara Swanson, oThe Education of School Librarians,�Catholic Library World 57 (March-April 1986): 228-232.Bobinski, George S. oCurrent and Future Trends in Library andInformation Science Education.� Library Trends 35. (Spring1986) Entire Issue.Boehm, Eric H. and Michael K. Buckland, eds. Education forInformation Management: Directions for the Future.Record of a Conference cosponsored by the InformationInstitute, International Academy of Santa Barbara and theAssociation of American Library Schools, May 6-8, 1982.Santa Barbara, California: International Academy at SantaBarbara, 1983.Griffiths, Jose-Marie and Donald W. King. New Directions inLibrary and Information Science Education. White Plains,New York: Knowledge Industry Publications, Inc., for theAmerican Society for Information Science, 1986.Liesener, James W. oLearning at Risk: School Library Media Pro-grams in an Information World.� School Library MediaQuarterly 14 (Fall 1985): 11-20.oLibrary Education in the U.S.� Special Libraries 77 (Fall 1986)Theme Issue.Weingand, Darlene E. oCompetencies for Public Librarians: ABeginning.� Public Libraries 20 (Winter, 1981): 104-106.White, Herbert S., ed. Education for Professional Librarians.White Plains, New York: Knowledge Industry Publications,1986. aCCopies of articles from thispublication are now available fromthe UMI Article Clearinghouse.Mail to: University Microfilms International300 North Zeeb Road, Box 91 Ann Arbor, MI 48106FOREIGN BOOKSand PERIODICALSCURRENT OR OUT-OF-PRINTSPECIALTIES:Search ServiceIrregular SerialsInternational CongressesBuilding Special CollectionsALBERT J. PHIEBIG INC.Box 352, White Plains, N..Y. 10602Join NCLATo enroll as a member of the association orto renew your membership, check the appro-priate type of membership and the sections orroundtables which you wish to join. NCLAmembership entitles you to membership in one ofthe sections or roundtables shown below at noextra cost. For each additional section, add $4.00to your regular dues.Return the form below along with your checkor money order made payable to North CarolinaLibrary Association. All memberships are for twocalendar years. If you enroll during the last quar-ter of a year, membership will cover the next twoyears.NORTH CAROLINA LIBRARY ASSOCIATIONO New membership O Renewal O Membership no.NameFirstPositionBusiness AddressCity or TownCHECK TYPE OF DUES:O SPECIAL-Trustees, paraprofessional and support staff, non-salaried persons, retired librarians, library school students,oFriends of the Library,� and non-librariansO LIBRARIANS"earning up to $12,000O LIBRARIANS"earning $12,000 to $20,0000 LIBRARIANS"earning over $20,0000 CONTRIBUTING"Individual, Association, Firm, etc. inter-ested in the work of NCLAO INSTITUTIONAL"Same for all librariesCHECK SECTIONS: One free; $4.00 each additional.O WomenTs Round TableDEthnic Minorities RTD ChildrenTs O TrusteesD College D PublicO Documents O Ref. & AdultO dr. College OORTSS (Res.-Tec.)OONCASL (School) 0 JMRTAMOUNT ENCLOSED $Mail to: Nancy Fogarty, Treasurer,NCLA, P.O. Box 4266, Greensboro, N.C. 27404Summer 1987"57

The Organization ofInformation CurriculaJerry D. SayeThe courses which comprise the organizationof information specialty in library and informa-tion sciences have changed dramatically at thenational level in the past two decades. The changein library education from one of preparation forwork only in libraries to that of preparing stu-dents for careers in the wider arena of the infor-mation profession has resulted in changes in thecourses which constitute this part of the curricu-lum. Traditionally, the foundation of the organi-zation of information component of any curricu-lum had been a basic course in cataloging andclassification. Today, because of widening interestin information management, students in libraryand information science programs around thecountry are as much concerned with otuples� andonormal forms� as they are with the details ofAACR2 and the intricacies of the Dewey DecimalClassification. This paper explores the extent towhich courses in the organization of informationin library and information science programs inthe state of North Carolina reflect these nationaltrends and what needs to be done to improvepreparation for the specialty.North Carolina has five schools that providegraduate-level courses in the field of library andinformation sciences.@ Appalachian State University. Departmentof Library Science and Educational Foun-dations@ East Carolina University. Department ofLibrary and Information Studies® North Carolina Central University. School ofLibrary and Information Sciences®@ University of North Carolina at Chapel Hill.School of Library Science® University of North Carolina at Greensboro.Library Science/Educational Technology De-partmentThree of these programs, NC Central, UNC-ChapelHill, and UNC-Greensboro, are accredited by theJerry D. Saye is Assistant Professor at the School of LibraryScience, University of North Carolina at Chapel Hill.58"Summer 1987American Library Association, while a fourthprogram, East Carolina, is in the process of reviewfor A.L.A. accreditation.In order to assess the state of organization ofinformation education in North Carolina, datawere gathered from the published literature ofeach program, the syllabi of organization ofinformation courses, and telephone interviewswith selected deans, directors, and faculty mem-bers. Although these data provide specific infor-mation about the state of organization of informa-tion education at individual schools, the purposeof this paper is not to assess the strengths andweaknesses of individual programs, but rather toassess the current condition and future of educa-tion in this specialty in North Carolina. Therefore,no effort was made to establish the periodicity inwhich individual organization of informationcourses are taught or to determine whether listedcourses were actually taught. Instead, it wasassumed that each program periodically reviewsits courses and purges unused courses from itscatalog. Additionally, new program or courseinitiatives under consideration in the organiza-tion of information area were not considered partof an institutionTs current program. It was feltthat this insight into the future could be mislead-ing in that what is planned does not always mate-rialize due to a variety of factors that influencethe approval or disapproval of new programs andcourses.The initial step in any assessment of theorganization of information component of libraryand information science education involves thedefinition of the elements which comprise thatpart of a curriculum. The Directory of the Associ-ation for Library and Information Science Edu-cation! provides a useful starting point for thedevelopment of this definition. The Directoryincludes a oClassification Guide� to specialtieswithin the profession which can be used to iden-tify generic course areas. While this oGuide� doesnot classify the subject specialties into hierarchi-cal relationships, it can be used to develop a list-

ing of courses which form both the base and theperiphery of the organization of information spe-cialty, A diagram of the areas which comprise thisspecialty and their relationships is presented asFigure 1.The inclusion or exclusion of any particularcourse in a list such as this is a subjective matter.In this list, introductory courses in library andinformation science that include an organizationof information element have been excluded. Alsoexcluded were courses in the management oftechnical services because of their greater empha-sis upon the management of the organization ofinformation process over concern for the processitself. Similarly, courses in library automation andcomputer applications have been excluded becauseof their greater emphasis upon process rather thaninformation organization. Included in this taxon-omy are some courses where the organization ofinformation is a discrete element in a coursewhich specializes in a particular type of material,&.g., government publications. These courses arelisted in Figure 1 under the heading oSpecializedCourses,�CoursesThere is a moderate degree of similaritybetween the five programs, although it appears tobe confined mainly to the organization of infor-mation courses in library science rather thanthose in the information science area. As onemight expect, each of the five programs providesat least one course in the organization of informa-tion specialty. A basic cataloging and classifica-tion course is taught in each of the five programs.An analysis of the syllabi from these basic coursesreveals that the topics covered are essentially theSame"descriptive cataloging, access point andheading work, classification, subject headingWork and use of OCLC. Where differences doFigure 1.exist, they involve the extent to which Library ofCongress Classification is addressed in the basiccourse. What is surprising is that this basic cata-loging and classification course is the only coursewhich is common to all five programs in the state.Only three schools offer some form of advancedcataloging and classification instruction"twoschools offer it as a separate course, while thethird distributes the content of its oadvancedcourse� throughout several courses.Absent from the courses offered in the stateis a course in the Theory of Classification. Thiscourse was, for a long time, a staple as anadvanced course in the cataloging and classifica-tion curriculum. Although some courses in theorganization of information area appear toinclude classification theory as a minor compo-nent, this topic no longer occupies the place ofimportance in the curriculum that it once had.The demise of this course in North Carolina fol-lows a national trend. Although the reasons forthis change have not been investigated as a partof this paper, one could opine that, over the years,the field of librarianship has become more pro-cess oriented in its approach to the organizationof information in libraries and information cen-ters and less concerned with the theoreticalunderpinnings. As a consequence, the value of acourse like the theory of classification has beenreduced to a point where it was no longer a viablepart of the curriculum. With the continuedemphasis on more efficient approaches to thestorage and categorization of information forlater retrieval in computer-based systems, inter-est in the area of classification will likely increase,although it may never again achieve a level ofimportance sufficient to justify the dedication ofan entire course to this topic.Specialized library science courses, thosecourses which have a small organization of infor-Diagrammatic View of the Organization of Information Componentof Library and Information Science EducationOrganization of Information| RelatedLibrary ScienceeyCataloging Specialized Abstractingand Courses and IndexingClassification |Government Nonprint Rare Books SerialPublications Materials PublicationsInformation Science| FieldsData base ArchivesManagement andManuscriptsRecordsManagementSummer 1987"59

mation component, are offered by four of the fiveprograms. A course in government publications isoffered by four of the five schools. Beyond this onecourse, the offering of specialized courses is rela-tively limited. Unlike many other library andinformation science programs nationally, none ofthe programs in the state offers a course whichspecifically addresses serial publications. "One major consideration in an assessment ofany library and information science program iswhether a program aims specifically to educatelibrarians or whether it sees for itself the moregeneral mission of preparing the broader range ofinformation professionals. In the interest of sim-plicity, this broader area of preparation will bereferred to as oinformation science.� Over the lastquarter century, the national trend has beentoward the education of the broader group ofinformation professionals. The infusion of thisinformation science education into the programsin North Carolina has been moderate. The treat-ment of the information science component of thecurriculum exhibits the greatest difference amongthe schools. Only two schools appear to have sig-nificant course offerings in the area of informa-tion science. The other programs appear toconfine their instruction to librarianship, essen-tially limiting the treatment of new informationhandling technologies to their use in libraryautomation or to an introduction to computerapplications. This approach has a major impactupon course offerings addressing the organiza-tion of information in non-library settings.The specialties within theprofession are changing toorapidly for the masterTsdegree to continue to beviewed as both entry and ter-minal professional educationoffering.When assessed against library and informa-tion science programs at the national level andthe future demands of the information profes-sion, the organization of information programs inNorth Carolina appear to require considerabledevelopment if they are to address the educa-tional needs of the broad range of informationprofessionals. Even the more progressive pro-grams in the state are at a relatively early to mid-dle stage of development. Whether it is in thelibrary science or information science area of the60"Summer 1987organization of information curriculum, the pro-grams in the state must begin to develop coursesbeyond the first level, courses which will buildupon the one or two courses in informationorganization which are taken by most students. Inmost of the programs today, students specializingin the organization of information have relativelyfew courses from which to select when developingtheir omajor� in this specialty.MasterTs Level Interdisciplinary InstructionInvolvement in interdisciplinary instructionin the organization of information area is eithernon-existent or very limited in all five programs.While each program has some interdisciplinaryactivity, it is often related to the field of educationor media technology rather than to areas whichwould enhance knowledge in information organi-zation. Only in rare cases do students takecourses which deal with the organization ofinformation in other disciplines. Only one pro-gram offers courses in the organization of infor-mation which are cross-listed with anotherdepartment (Computer Science). Little appearsto have been done in any of the programs to util-ize the course offerings in related fields, e.g., lin-guistics, communications, cognitive psychology, etc.,to support the organization of information cur-riculum at the masterTs level. Although no dataare available against which to gauge the conditionof North CarolinaTs programs in encouraging inter-disciplinary activity, it is suspected that it is equalto, or slightly below, other schools when viewednationally.It is anticipated that, as the scope of theinformation profession becomes broadened interms of the commitment of the educational pro-grams in this state to prepare individuals for theprofession, the utilization of interdisciplinaryknowledge will become essential to the prepara-tion of persons in most, if not all, specialties in theinformation profession and particularly informa-tion organization. The days are rapidly endingwhen library and information science programscan be structured as isolated enclaves and stilloffer meaningful, comprehensive programs. All ofthe universities in which these programs resideoffer a wealth of courses which could be of valueto the organization of information specialist. Aneffort must be made to identify those coursestaught in these universities which will supportand enhance information organization instruc-tion. The future knowledge demands of the spe-cialty will require that graduates possess theknowledge and skills which will permit them toco os Te eee ee LE BRE Sn Oe eee ent oe Te eee

adapt to the constantly changing state of infor-mation organization. To fail to achieve this willeventually result in North CarolinaTs programsbecoming less and less relevant to the entireinformation profession and becoming viewedmore and more as a place of preparation for workin a single type of institution"libraries"regard-less of the names that are given to these pro-grams.While students in North CarolinaTs libraryand information science programs are generallyencouraged, if not required, to come into theseeducational programs with undergraduate back-grounds in other disciplines, for some reason amarriage of this previous knowledge with thenewly acquired knowledge is not encouraged.Instead, these programs frequently serve as a newbeginning for the student, as though the under-graduate experience, while of some value in refer-ence work, collection development, etc., is essen-tially irrelevant. Perhaps the cause of this is thefact that this profession does not control, throughprerequisites, the background of students enter-ing the field. Rather than requiring quantitativeand computational knowledge as requirementsfor entry into library and information scienceprograms, the extrémely limited time in theseprograms is consumed in attempting to teach thisknowledge as a part of the masterTs program. Thisproblem, affecting not just the organization ofinformation component of the curriculum, is notlimited to North CarolinaTs programs. These pro-grams merely reflect a national problem. Futureemphasis needs to be made in all areas, but par-ticularly in information organization, to encour-age students with previous preparation in relatedfields to continue to pursue this interest.Other Continuing Education Programsfor PractitionersProviding for the continued professionalgrowth of practitioners in the field is generally anaccepted mission of a professional education.This mission can be met in two major ways: (1)providing the opportunity for practitioners totake courses as non-degree or post-masterTs cer-tificate students, or (2) providing special continu-ing education courses, workshops, seminars.All five programs make their courses availa-ble to practitioners in the field. The range andparticularly the depth of course offerings, onewould suspect, plays a major role in determiningthe usefulness of these offerings to the practi-tioner audience. A program which offers littlebeyond one or two basic courses in the organiza-tion of information probably will have little tooffer to post-masterTs practitioners who, verylikely, already have had these courses as a part oftheir masterTs preparation. Based upon an exam-ination of the course offerings of the five pro-grams, few programs have sufficient courses inboth range and depth to meet the continuingeducation needs of practitioners working in theorganization of information area. The involve-ment of each school in providing continuing edu-cation programs in the area of organization ofinformation is also limited where it exists at all.Relatively few organization of information work-shops, seminars, etc. have been offered in thestate by any of the five programs. Instead, organi-zations such as SOLINET appear to have assumedthis role of keeping library professionals currentin some aspects of the organization of informa-tion specialty. The few continuing education pro-grams which have been offered in the organiza-tion of information area in the past have mostoften been part of a series of presentations suchas alumni conferences or similar programs. Theprograms in North Carolina, and other programsnationally, must develop a strategy under which,as the information profession changes, practi-tioners can obtain the knowledge required tokeep pace with changes in their chosen specialtiesor to develop new specialties. The specialtieswithin the profession are changing too rapidly forthe masterTs degree to continue to be viewed asboth entry and terminal professional educationaloffering.ConclusionsThe preparation and continued developmentof library and information science professionalsin the organization of information specialty mustbe considered to be still somewhat limited inNorth Carolina compared to developments occur-ring elsewhere in the United States. Several dis-turbing aspects to the organization of informationeducation in this state became apparent as thedata were analyzed. One concern is the continuedemphasis upon the library aspect of this profes-sional education and the limited development ofthe information science component. A secondconcern is the lack of vertical development incourses in either component. Except for the offer-ing of an advanced cataloging and classificationcourse, few, if any, second or third level coursesexist. Generally, one could characterize organiza-tion of information education in North Carolinaas having almost exclusively a horizontal struc-ture. This lack of higher level courses serves toSummer 1987"61

inhibit the post-masterTs and continuing educa-tion development of practicing organization ofinformation professionals as well as shortchang-ing masterTs level students wishing to develop inthis specialty. This problem is exacerbated by thelack of interdisciplinary development in the field.It is anticipated that further development inthe organization of information area in librarian-ship will probably remain stable in the nearfuture. The organization of information compo-nent in information science can be expected togrow in several of the programs and remain con-stant or appreciate slight growth at the otherschools. The involvement of the five library andinformation science programs in both the formaland informal education of practicing organizationof information professionals is also expected toremain somewhat constant.Developments in several programs give somecause for hope for organization of informationeducation in North Carolina. These programdevelopments are likely to result in significantincreases in their offerings in the informationscience component of their curriculum and, thus,can be expected to increase the organization ofinformation course offerings in this area. If theirdevelopment follows the pattern of other institu-tions in this country which have expanded theirinformation science offering, one can expect thatinterdisciplinary course-related activity will alsoincrease. The introduction of new faculty mem-bers to support these changes holds the prospectof improvement in both teaching and research inthe organization of information. To date, none ofthe programs has developed national visibility asa leader in teaching or research in the organiza-tion of information. While not all programs maydesire to gain national visibility, it is desirable thatperhaps one or more of the programs establishsome recognition for producing organization ofinformation specialists. The program changesenvisioned in the coming years provide the oppor-tunity for one or more of the programs in thisstate to accept this and other challenges in thepreparation of these specialists.References1. Association for Library and Information Science Education.Directory of the Association for Library and InformationScience Education, 1985-1986. (Directory Issue) 7. allgo ah it!use your library62"Summer 1987Instructions for the Preparationof Manuscriptsfor North Carolina Librariesa I ES1. North Carolina Libraries seeks to publish articles, bookreviews, and news of professional interest to librarians inNorth Carolina. Articles need not be of a scholarly nature, butthey should address professional concerns of the librarycommunity in the state.2. Manuscripts should be directed to Frances B. Bradburn, Edi-tor, North Carolina Libraries, Central Regional EducationCenter, Gateway Plaza, 2431 Crabtree Boulevard, Raleigh,N.C. 27604.3. Manuscripts should be submitted in triplicate on plain whitepaper measuring 8%� x 11�.4, Manuscripts must be double-spaced (text, references, andfootnotes). Manuscripts should be typed on sixty-space lines,twenty-five lines to a page. The beginnings of paragraphsshould be indented eight spaces. Lengthy quotes should beavoided. When used, they should be indented on both mar-gins.5. The name, position, and professional address of the authorshould appear in the bottom left-hand corner of a separatetitle page.6. Each page after the first should be numbered consecutivelyat the top right-hand corner and carry the authorTs last nameat the upper left-hand corner.7. Footnotes should appear at the end of the manuscript. Theeditors will refer to The Chicago Manual of Style, 13th edition.The basic forms for books and journals are as follows:Keyes Metcalf, Planning Academic and Research LibraryBuildings. (New York: McGraw, 1965), 416. Susan K. Mar-tin, oThe Care and Feeding of the MARC Format,� AmericanLibraries 10 (September 1979): 498.8. Photographs will be accepted for consideration but cannot bereturned.9, North Carolina Libraries is not copyrighted. Copyright restswith the author. Upon receipt, a manuscript will be acknowl-edged by the editor. Following review of a manuscript by atleast two jurors, a decision will be communicated to the wri-ter. A definite publication date cannot be given since anyincoming manuscript will be added to a manuscript fromwhich articles are selected for each issue.Issue deadlines are February 10, May 10, August 10, andNovember 10.

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Management Teaching: Its Theoryand PracticeSheryl Anspaugh and John Lubans, Jr.Ben SpellerTs request to write about theteaching of management made for an opportunityto see how others were doing it. Our own interestin the topic comes naturally enough. We team-teach management at the School of Library andInformation Science atT North Carolina CentralUniversity, we each possess a Master of PublicAdministration degree, and we are or have beenmanagers. So, the chance to compare our class-room efforts with others in the southeast was awelcome one in order to improve our own teach-ing and to share what we discovered with the pro-fession at large. Comments about teaching man-agement and representative syllabi were receivedfrom the Universities of Kentucky, Tennessee,Alabama, South Carolina, and from Atlanta,Emory and Vanderbilt Universities, LouisianaState University, Florida State University and theUniversity of North Carolina at Chapel Hill andGreensboro. This paper looks at the similaritiesand dissimilarities among the programs, includ-ing our own.For many library school faculty there is, itappears, a special challenge in teaching manage-ment to potential librarians. Kathleen Heim, deanof the School of Library and Information Scienceat Louisiana State University, says, oIt is my beliefthat students have a hard time imagining them-selves as managers.� Elizabeth Mann, with theSchool of Library and Information Studies at Flor-ida State University takes it a step further: oOne ofthe challenges I have faced is that students saythey donTt want to be a manager and are resistantto learning anything about it.� And, finally, thisdisclaimer from John Clemons, associate director,Division of Library and Information Management,Emory University, oI do not teach directly how tomanage, but emphasize how to be a moreinformed participant in a managed environment.�Sheryl Anspaugh is Visiting Lecturer at North Carolina Cen-tral UniversityTs School of Library and Information Science,Durham. John Lubans, Jr. is the Associate University Librar-ian, Duke University, Durham.64"Summer 1987Why this reluctance by students to see, or towant to see the obig picture�? Is library manage-ment not attractive to our students, or is it stillnot palpable at this point in their career devel-opment as a special interest or need they mayhave? Kathleen Heim suggests, oIt would almostseem best to me if (somehow) all graduates couldbe required to take a management course twoyears out after they see first hand how muchmanagement will be required of them. Very fewbelieve us!� Our own experience at NCCU sup-ports Dean HeimTs suggestion. For the most partour students are already on the job and this maybe the reason we've not encountered much reluc-tance to study management. Also, more than afew students are quick to apply the theoriestaught to their own work experiences, therebyenhancing their learning and that of their class-mates.Most of the library schools surveyed requirean overview management course, but in a fewinstances it is incorporated in other courses suchas in the study of a particular type of library, i.e.academic, public or school, or in a systems analy-sis course. These courses, because of their special-ized content, are not able to concentrate asheavily on management theory and practice as dothe single purpose oLibrary Management� courses.Two of the schools do not require a managementcourse, but recommend one be taken. In the caseof EmoryTs oAdministrative Methods,� John Clem-ons states that sixty-five percent of the studentsdo take it. So it seems that despite uncertaintyand reluctance, most of our students are exposedto some management theory and technique.Readings/ResourcesMost everyone supplements lectures, manyquite heavily, with readings from library man-agement literature and management literature ingeneral. In teaching the management course atNCCU we require our students to read many orig-inal works (e.g. essays by Woodrow Wilson, Max

Weber, Mary Parker Follette, Luther Gulick andHerbert Simon). This requirement to read, tocomprehend, and to interpret to their classmates,we've been told by the students, is the most diffi-cult part of the course. We agree with theirassessment. They struggle, they suffer, they perse-vere; and in each class we see growth in theirability to work through complicated ideas, tocommunicate them, and to appreciate readingthe original rather than someone elseTs opinion ofit.Some schools require the purchase and use oftextbooks, but there is no consensus on any onemanagement textbook. Several use Robert Stueartand John EastlickTs book and mentioned theiroptimism for the forthcoming Stueart and Bar-bara Moran version of Library Management.Other texts used are Management: Theory andApplication, Leslie W. Rue and L.L. Byars; Prob-lems in Library Management, A.J. Anderson;Management Strategies for Libraries: A BasicReader, Beverly P. Lynch; Management Tech-niques for Librarians, J.R. Evans; and Managingan Organization, Theodore Caplow.Some of the courses use guest lecturerswhere it seems appropriate. With the wealth oftalent available in the Raleigh-Durham-ChapelHill area, we schedule several guest lecturers. Thisnot only gives the students the benefit of a per-Spective other than our own, but provides anopportunity to meet potential employers.Case StudiesAnother similarity that we found is the use ofcase studies. These case studies vary from thosewritten by the instructor (including osoap oper-as�) to those in published format, from the veryShort and succinct to the lengthy and detailedHarvard-type case study. Their use ranges fromin-class discussion purposes to written analysis toservice as the final exam. Generally, where anytype of case study was noted, it also was a factorin the grading. Larry Allen at the College ofLibrary and Information Science, University ofKentucky, uses situation simulation or role play-ing extensively throughout his course. In hiscourse description and again in the course objec-tive he states, oFocus will be placed on two majorroles in the system, the person who is supervisedas well as the manager or supervisor.� Each stu-dent is assigned a role within a type of library andlibrary function and Allen, as director, sets forthproblems, tasks or issues by memo, directive orverbally for resolution.Films and TestsIn addition to assigned readings, case studiesand guest lecturers, two other teaching/learningprocesses have served us well at NCCU, butappear not to be used much elsewhere. Both haveadded depth to the course and been well receivedif not outright fun for the students and us too.The first is our use of films. Most of the films havebeen made for the for-profit sector and many areout-of-date (clothing, hairstyles, etc.), but themessage is still good and can stimulate lively dis-cussion. We think the positive aspects of usingfilm are lost, however, if discussion is not aplanned part. Three of the better films we use areInvent Your Own Future,! Meetings, Bloody Meet-ings? and Performance Appraisal: the HumanDynamics.®The second process is the self-test. There isnothing quite as intriguing as learning about one-self, and our students enjoy learning more abouttheir own style of management. One such otest,� amanagement inquiry based on theories X and Y, isgiven as a pre-test and post-test to determine ifthe studentTs management thinking has changedover the period of the course as his concepts andknowledge have matured and increased. In ourexperience the most marked growth occurs forotheory X� type students in the direction towardotheory Y.� Another test, on motivation, has stu-dents rank separately what motivates them andwhat they think motivates their employees (ormost employees if they are not working). They arefrequently surprised at how different the rank-ings are from each other, and from that welaunch into the subject of motivation in groupsand its various theories. Two additional tests dealwith situational leadership or how they manageunder stress. One of these tests, Leader Effective-ness and Adaptability DescriptionT by Herseyand Blanchard, has them chart out their man-agement style and their tendency to over or undermanage. Another brief test that fits in well withour emphasis on organizational culture is anorganizational culture index. The students cantake the test to determine what type of organiza-tion they prefer to work in and/or what type oforganization they are working in. From this testwe believe they are better prepared for their jobsearching and interviewing efforts.Course ContentAs to the content of the courses, especiallythe general management ones as opposed tothose by types of library, Luther Gulick would beSummer 1987"65Tn SS aa Bae ence acai y en re asics ee eae ier aot etic ee eae anti meee Maen es Doh Seabee aa ee ah TL

pleased to know that POSDCORB: lives! It seemsthat he did, in 1937, more than an adequate job(or at least one on which management theoristshave not much improved despite Herbert SimonTscogent arguments against such pat principles inhis Administrative Behavior) in outlining basicexecutive functions. In addition to coveringPOSDCORB, Louisiana State includes classes onaffirmative action, comparable worth and union-ization; women in administration; and the futureof management. Atlanta and Alabama each offera class or part of a class on the concept of power,and South Carolina offers a class on contempor-ary personnel issues. One concept that we stress,in fact we begin the first class with it, and refer toit throughout the course, is the idea of organiza-tional culture. We discuss the many facets of anorganizationTs personality using the systems mod-el as developed by Katz and Kahn.° Our versionincludes the POSDCORB elements, but specificallyplaces the organization in the environment withall of the ramifications of economics, power poli-ics, technology, societal ethics and standards, anddemonstrates its vulnerability and dependence.This social systems model concept coupled withthe oiron triangle theory� that emphasizes theclient in the funding/decision-making role sheds anew light on the organization and the role eachperson plays in the organization. We have foundthis strengthens our studentsT grasp of the unique-ness of each organization and how a personrelates to it.Conclusion and RecommendationThe fact that library schools teach manage-ment concepts and techniques suggests that it ispossible to learn how to be a manager. In someways this is similar to our training efforts to equippeople with the skills and expertise of catalogingor reference work. Clearly, all of the courses wesurveyed are well based in management theory,practice, and its tools. While they cannot guaran-tee each student will be an outstanding or eveneffective manager, they do give the conceptualplatform from which a good manager can grow.Whether such a basis is needed for a new librarianis no longer a valid question. Apart from thegroup process and communication skills demand-ed by the prevalent participatory managementmodel, technology increasingly and relentlesslyrequires us to be managers and to make intelli-gent applications in libraries. As technology66"Summer 1987replaces manual processes professional librariansfind themselves supervising support staff. Withthe removal of much of the drudgery of librarywork, our professional expertise is increasinglycalled upon to manage, to see that work isaccomplished. Except for service in a larger refer-ence department or perhaps as an original catal-oger in a cataloging pool, there are few, if indeedany professional positions that do not require andcannot benefit from the full array of managementskills. It is good then to hear Ann Prentice, Direc-tor of the Graduate School of Library and Infor-mation Science, University of Tennessee, state,oAlthough many students may not initially thinkthat such a course is of value, they usually changetheir minds.� The future of our libraries and thesestudentsT careers depend on it.We think that more management coursesrather than fewer are needed. At least one school(University of North Carolina at Chapel Hill) isoffering some specialized courses (e.g. one on per-sonnel management) and this may suggest thatwe are drifting toward a greater selection of man-agement courses. We recommend that at leastone full semester management overview course berequired and that courses dealing with obudgetingin the not-for-profit sector,� omicroeconomics,�and oorganizational development� be promotedwithin the library school curriculum. Such coursesare probably, because of their specialization, bestoffered in collaboration with other teachingdepartments on campus. Interestingly enough,this approach might provide some cross-fertiliza-tion, e.g., business majors becoming interested inbusiness information sources, an area of consid-erable expertise in library schools.References1. Invent Your Own Future from oManagement Practice� series.Part II, movie, BNA Incorporated, 1972.2. Meetings, Bloody Meetings video, Video Arts, 1976.3. Performance Appraisal: the Human Dynamics, movie, BNAIncorporated, 1972.4. Paul Hersey and Kenneth H. Blanchard, LEAD, LEAD Self,Center for Leadership Study, 1973.5. POSTCORB"Planning, Organizing, Staffing, Directing, Co-or-dinating, Reporting, Budgeting from Gulick, Luther. oNotes onthe Theory of Organization� in Shafritz and Hyde, Classics ofPublic Administration, Moore Publishing Co., Inc., Oak Park,Illinois, 1978: 38-47.6. Daniel Katz and Robert L. Kahn. oOrganizations and the Sys-tems Concept� in French, Bell, and Zawacki, OrganizationDevelopment, Business Publications, Inc., Dallas, Texas, 1978:85-93, and Michael Beer. Organization Change and Develop-ment: a Systems View. Goodyear Publishing Co., Inc., Santa Mon-ica, California, 1980; 15-24. A ]

Getting Our Ducks in a Row:Research and North CarolinaTs LibrariesKenneth D. ShearerLetTs not speak any longer of the researchoarm� of librarianship. Arm is the wrong part ofthe anatomy. Research is more like the cerebrumof a profession. It must help govern professionalbehavior and be linked to its eyes and ears.!One recent illustration of how research oughtto relate to the profession will get us started. Thebeginning salaries of public librarians in the statehave been believed to be a problem for manyyears. But how large a problem? How widespread?Without the detailed, objective data possible onlyfrom survey research, there was no way toaddress the problem.Recognizing the need for information, theNorth Carolina Public Library Directors Associa-tion asked its Personnel Committee to look intothe matter. A survey was conducted by CaldwellCounty Public Library Director, Jim McKee.� Theprecise extent and degree of the problem wasascertained and was made available to Jane Wil-liams, State Librarian, who shared it with theSecretary of Cultural Resources, Patric Dorsey.The matter has been reviewed by key state offi-cials. The outcome is a policy that salaries fornewly hired professional librarians working in apublic library system getting state aid for person-nel must meet a minimum figure.In this instance, the right question waspursued in an appropriate manner and passed onpromptly to the decision-makers who acted effec-tively, based on the research findings. Everythingseems to have happened as it should: researchtook place within a framework that related toaction.How can North Carolina library science edu-cation, North Carolina library practice, and NorthCarolina library institutions be brought togetherso as to make oeverything happen as it should�more often? Before we can begin to see the way,let us inventory the resources for research today.Kenneth D. Shearer is Professor at the School of Library andInformation Sciences, North Carolina Central University,Durham.The state library, the North Carolina Depart-ment of Public Instruction, the North CarolinaLibrary Association and many individual librariesare involved in research, most often by relatingrelevant research results to practice and inter-preting these results to constituent publics. Thestate library sponsors publications of researchresults which it identifies as of special relevanceto its state-mandated missions. It also sponsorspublic librarian/public library trustee workshopsannually to, in part, acquaint those responsiblefor the stateTs public libraries with importantresearch developments. This work is carried out, |as well, through state library consultants bringingexpertise directly to libraries in the state and viaplanned workshops for staff members. Its role indisseminating research results of interest, alongwith other continuing educational purposes, isfurthered by its involvement in the serial publica-tions, Flash and Tar Heel Libraries.Playing a role with regard to school mediacenters similar to that played by the State Librarywith regard to public libraries, the Department ofPublic Instruction provides oversight and plansfor coordinated growth and development. Thesetwo state agencies provide regular surveys of thestateTs libraries, resulting in reports of basic sta-tistics on the various types of libraries in the state.The state library publishes annual statistics onacademic, public, and special libraries; the Depart-ment of Public Instruction makes informationconcerning the school media centers available ondemand from its computerized data bank. Indi-vidual public libraries were required by the StateLibrary during the late 1970's to conduct researchon community characteristics, local informationneeds, and library responses to these communityneeds.T Several university libraries in North Caro-lina hold membership in the Association ofResearch Libraries, thereby joining the sponsor-ship of research activities which benefit them. Aneven larger number of North Carolina librarieshave membership in SOLINET, which charges feesto carry out research for the network. One publicSummer 1987"67

library in the state has joined a national group inorder to sponsor and take part in research intopublic library problems.*The North Carolina Library Association dis-seminates research through its continuing educa-tion efforts, including both publications andbiennial conferences. Its journal, North CarolinaLibraries, is an outlet for much substantiveresearch with special reference to North Caroli-naTs libraries. A look through its tables of contentsreveals research findings published by practicinglibrarians and students and faculty members ofthe stateTs postsecondary programs of library andinformation science education. Occasionally, is-sues of North Carolina Libraries have multipleauthors who have been asked to contributeplanned, coordinated research findings.®Notwithstanding all the other contributionsto research on North Carolina libraries, most ofthe research efforts undoubtedly are related tothe five graduate library and information scienceeducation programs, all of which are constituentparts of the sixteen member University of NorthCarolina System: at Appalachian State University;at East Carolina University; at North CarolinaCentral University; at the University of NorthCarolina at Chapel Hill; and at the University ofNorth Carolina at Greensboro. Two of these pro-grams require a research-based paper as arequirement for the MasterTs degree (NCCU andUNC-CH) and the MasterTs paper requirement atUNC-G may be, and normally is, research-based.Appalachian State University requires a researchproposal (in conjunction with its required coursein research methods) and East Carolina Univer-sity requires both a research methods course witha proposal and an independent study coursewhich carries the proposal through another step.All five programs, therefore, require students tobecome more than merely acquainted withresearch methods and prepare them either toundertake research on their own or actuallyenforce their creation of such a report.... research cannot be an armof the profession; it must bepart of its brain.The doctorate is held by a large majority ofthe faculty members employed full-time in theseprograms. UNC-CH offers a doctoral program.Faculty members are expected to conduct re-search and publish their results. A retired facultymember, Lester Asheim, and a faculty membercurrently teaching in North Carolina, Ray Car-68"Summer 1987penter, were recently cited as being among themost productive researchers in the United States.®The research reports on state issues, often inabbreviated form, of many MasterTs students arepublished in state publications sponsored by thestate library and the North Carolina LibraryAssociation, as indicated above. Others find theirway into regional and national publications.T Fif-teen years ago, an effort was made to providegreater visibility to the historical research doneon North CarolinaTs libraries by publishing a bibli-ography of it in the Journal of Library History.®The largest source of research in that biblio-graphy is the result of MasterTs studentsT work.Given the resources available, the quantityand quality of research on North Carolina librar-ies is remarkable; however, there has been verylittle coherent planning of research in NorthCarolina for the conscious, systematic improve-ment of the stateTs library and information servi-ces, short of the regular statistical surveys andinformation gathering of the state library and theN.C. Department of Public Instruction, alreadymentioned. Coherent, consistent statewide re-search efforts regularly pursued and reported inIllinois Libraries, as a notable example, is not yetthe Tar Heel pattern.?Although coherent, consistent statewide re-search efforts are not yet established, a recentdevelopment is worth recounting in order to sug-gest what should be done more often. It points theway to making the research efforts result in bene-ficial differences in library affairs in North Caro-lina. Concern over the adequacy of continuinglibrary education (CLE) of library staff membersled to asystematic, statewide assessment of exist-ing CLE efforts and needs. The study was sup-ported by the state library using federal LibraryServices and Construction Act funding.!° The pro-viders of CLE were found to be, by and large, thesame agencies and energies that have alreadybeen identified as providers of research on NorthCarolinaTs libraries. The consumers are thoseresponsible for the provision of library and infor-mation services in North Carolina, including pub-lic library trustees. Both groups were carefullysurveyed so that findings could lead to soundconclusions. Two thirds of CLE was found to beprovided by post-secondary educational institu-tions, most of it aimed only at the professionalstaff members.!!The researchers found that support staff wasmuch less likely to have had CLE than profes-sional staff members. Furthermore, employeesand supervisors are the people who are mosteffective in bringing CLE information to the atten-

tion of staff members. Finally, consumers of CLEfound it often to have lacked relevance to theirparticular responsibilities and settings.!? Themost important discovery was that the CLEopportunities offered were very often differentfrom what was needed and that, ideally, ofutwredevelopments of continuing library educationwould be characterized by direct planning inter-action between the consumers of an educationalopportunity and its providers� (emphasis givenby the original authors).!°... there has been very littlecoherent planning of researchin North Carolina for the con-scious, systematic improve-ment of the stateTs library andinformation services...Benjamin Speller, Dean, School of Libraryand Information Sciences, North Carolina CentralUniversity, participated in this study as a memberof the advisory committee. He saw that theresearch implied that a state-wide program forcontinuing library education was needed. There-fore, he proposed that such a program be triedwith (a) statewide input, (b) state library fundingand (c) its own staff.4 Thus, the research report,instead of remaining merely a convincing surveywith important implications, became an answerto a major need of the continuing library educa-tion of North Carolina staff members. The NorthCarolina Library Staff Development program nowexists as a cooperative continuing educationeffort of all five graduate programs of library andinformation science. Someone followed throughon the findings. That follow-through is usually themissing link in the process.It is pleasing to see so much research con-ducted in North Carolina on North CarolinaTslibraries. It is more pleasing that much of it ispublished and is, therefore, accessible throughthe indexing and abstracting services to the pro-fession. Still more satisfying is the recent trendtoward cooperation among the state library, theSstateTs librarians and its educators and research-ers. Occasionally, at least, the research and devel-Opment energies at the professionalsT disposalServe to advance the fieldTs purposes in ratherdirect ways, as in putting a floor under publiclibrariansT beginning salaries and meeting theStateTs CLE needs. More such systematic, plannedresearch efforts with the objective of carryingthrough the conclusions and findings will bringabout greater effectiveness by the field in thefuture.The stateTs resources to do the research workare substantial, and the way to identify researchtasks and then to follow through to implementconclusions has already been charted in recent,persuasive examples.We can get our ducks in a row. But to do so,research cannot be an arm of the profession; itmust be part of its brain.References1. Kenneth D. Shearer. oThe Impact of Research on Librarian-ship.� Journal of Education for Librarianship 20 (Fall, 1979):114-128.2. The survey is part of a mimeographed memorandum fromJim McKee to Public Library Directors dated November 10, 1986and entitled oFollow Up Salary Survey.�8. David N. McKay. oA State Agency's View of PLATs New Plan-ning Process.� Public Libraries 19 (Winter, 1980): 115-118.4. Richard Rubin. oMeasuring the In-House Use of Materials inPublic Libraries.� Public Libraries 25 (Winter, 1986): 137-138.Rockingham CountyTs public library is a member of the nationalCoalition for Public Library Research and was one of six sitesnationally for the study reported in this article.5. An example is the coordinated effort to provide an overviewof microcomputing use in North CarolinaTs Libraries: oMicro-computer in North Carolina Libraries.� Benjamin F. Speller, Jr.and Robert Burgin, Editors. North Carolina Libraries 40(Fall/Winter, 1982): 189-232.6. Robert M. Hayes. oCitation Statistics as a Measure of FacultyResearch Productivity.� Journal of Education for Librarianship23 (Winter, 1983): 151-172. Ray Carpenter was ranked 31st ofthe top researchers nationally. Retired faculty member LesterAsheim was also mentioned in this ranking and finished 7thnationally. The ranking was made by a onormalized frequency ofcitations in substantive articles.�7. See examples such as Timothy P. Hays and Concepcion Wil-son. A Survey of Users and Non-users of the Public Libraries inRegion G. North Carolina. Greensboro, N.C.: Piedmont TriadCouncil of Governments, 1974. (Highlights from this researchwith implications for public library planning appeared inTimothy P. Hays, Kenneth Shearer and Concepcion Wilson, oThePatron is Not the Public.� Library Journal 102 (Sept. 15, 1977):1813-1818.) Another research project treating a state subjectthat received national distribution is Karen CrumptonTs oTheSchool of Library Science at North Carolina Central University�in Annette L. Phinazee, editor, The Black Librarian in the South-east. Durham, N.C.: NCCU School of Library Science, 1980: 276-281.8. Raymond Carpenter, Bea Bruce, and Michele Oliver. oA Bibli-ography of North Carolina Library History.� Journal of LibraryHistory VI (1971): 212-259.9. The reader is urged to browse through a couple of recentyears of Illinois Libraries for a suggestion of the rich sourcethat coordinated statewide research, publication, and reasoneddevelopment can be in a stateTs professional life.10, Joan Wright and Douglas Zweizig. Learning in Progress; AStudy of Continuing Library Education in North Carolina.Raleigh: N.C. State University, 1982.11. Ibid., p. 2612. Ibid., pp. 104-10613. Ibid., p. 10914, Benjamin F. Speller, Jr. wrote a proposal for LSCA, Title IIIfunding, oFor a Continuing Education and Staff DevelopmentProgram.� Durham, N.C.: School of Library and InformationSciences, N.C. Central University, January 1985. (Mimeographed)Summer 1987"69

Library Education in aTelecommunications Environment:A North Carolina PerspectiveBenjamin F. Speller, Jr. and Robert BurginNew technologies have always been withlibrarians and have always changed the wayslibrarians have approached their work. Forexample, we need only consider the implicationsto library service of a few of the inventions of thepast hundred years"the typewriter, the tele-phone, the automobile, television, xerography,microforms, and the computer.Computers have been linked to the typewri-ter, television, and telephone in processing dataand information. These links in technologies haveled to what is now referred to as computer com-munications systems or telecommunications sys-tems. As computers have become smaller, cheap-er, and more numerous, people have becomemore interested in using telecommunications sys-tems to connect them together to form networksor distributed systems. Librarians have been noexception in utilizing these systems to assist themin providing information services to their userenvironments.This article will focus on some of the implica-tions of computer and telecommunications tech-nologies on the library profession and how theprograms in the University of North Carolina sys-tem are preparing librarians to work in a societythat is increasingly driven by computer commun-ications systems.Implications for the ProfessionThe combination of computer and telecom-munications technologies has made possible sub-stantial advances in the sharing of informationresources.! Librarians have taken advantage ofseveral aspects of the link between computer andtelecommunications technologies. The Online Com-puter Library Center (OCLC) allows librarians theBenjamin F. Speller, Jr. is dean of the School of Library andInformation Sciences, North Carolina Central University,Durham. Robert Burgin is a lecturer in the School of Libraryand Information Sciences, North Carolina Central University,Durham.70"Summer 1987opportunity to share cataloging data, to imple-ment coordinated collection development poli-cies, and to share a number of closely relatedbibliographic control processes. The LockheedBibliographic Search System, known as DIALOG,allows librarians to provide bibliographic cita-tions far beyond the holdings of their own localcollections, and can provide access to the infor-mation in printed form much faster than wouldhave been possible using traditional manualindexes.Essentially, telecommunications-based com-puterized systems are challenging librarians toconsider that the provision of information serviceis no longer confined to the walls of the librarybuilding, or what Lancaster calls the oinstitution-alized� profession.2, Lancaster argues that thenotion of providing library service without walls(deinstitutionalization) will accelerate throughthe use of new technologies, especially the abilityto make information available in document formthrough remote means.Librarians are now able to plan and imple-ment services for their local user environmentsbased on the sharing of information regardless ofgeographic proximity to a library building. Theyare able to focus on coordinating access to infor-mation, rather than on ownership or control ofmaterials or physical documents. Librarians arealso afforded new opportunities for resourcesharing without loss of local autonomy in gover-nance and little compromise of local service goalsand objectives.®Librarians are now able to question the tradi-tional principles of organizing materials andretrieving information in light of the ability of thenewer technologies to enable more efficient andeffective intellectual access points to informa-tion.o® There is a need for dynamic or unstruc-tured access rather than the traditional static orstructured access that is relevant only to an en-vironment where information is stored in a fixed

medium such as a book or a vertical file and in afixed location such as shelves or a storage bin.Librarians are now able to focus on developingelectronic databases as opposed to card catalogs,®custom-tailored approaches to the presentationof information based on each individual user'sneeds,T or store all books, records, and communi-cations on one medium (compact laser disk) sothat they may be consulted with exceeding speedand flexibility.®Implication for Library EducationFor library education, the key question iswhat skills are needed by professionals"bothnew and old"given the likely impact of the newtechnologies outlined above.First, there is the obvious need for librariansto acquire skills in the areas most closely relatedto these technologies"automation in general andlibrary automation in particular, telecommunica-tions, information science, database manage-ment, and decision support systems.It is not clear how much of this training canbe undertaken by the library schools themselves.In many cases, the expertise is simply not there.°In other cases, the subjects are already beingtaught in other academic departments"in busi-ness schools, in computer science departments, inSchools of engineering. It seems obvious thatlibrarians should be encouraged to study subjectsin these instructional units as opposed to havinglibrary schools duplicate these courses within theconfines of the library school faculty and curricu-lum. Clearly, some sort of interdisciplinary ap-proach is necessary.!°There is also, ironically, a strong need forwhat might be called traditional skills. In compu-terized telecommunications environments, thereare needs for communication skills, with anemphasis on formal communication, and for adeeper understanding of information processes,Problem solving, strategic planning, and environ-mental scanning. It is a curious fact that advan-ces in the computerized handling of informationare causing the profession to look more closely atOne of its oldest and most basic questions "howdo people really use information?Library Education in North CarolinaHow, then, are the library and informationScience programs of North Carolina meeting theseeducational needs? Their various approaches toproviding education and training in the areas ofcomputer and telecommunications technologiesare outlined below.Appalachian State University. The Departmentof Library Science and Educational Foundationsrequires all students in its graduate program totake the course, Computer Applications in Librar-ies. This program is moving toward integratingcomputer and related information technologycompetencies into its foundation courses. AnOnline Computer Services course will be requiredof all students who seek certification in theInstructional Technology"Computers track.East Carolina University. The Department ofLibrary and Information Studies has two requiredcourses that focus on these technologies. A coursein the Automation of Library Processes serves asa basic introduction, and a Computer AssistedInstruction course looks at a variety of types ofcomputer usage in schools. There is an onlinedatabase unit in the introductory referencecourse and a number of elective courses that lookat various aspects of automation: a course onComputers in Education for students in mediaspecialist track, an online cataloging course, andan in-depth seminar in library automation. Theschool is planning courses in the advanced use ofonline databases, in robotics and artificial intelli-gence, and in interactive video.... providing library servicewithout walls (deinstitutional-ization) will acceleratethrough the use of new tech-nologies...North Carolina Central University. The School ofLibrary and Information Sciences integrates thebasic concepts of automation and computertechnologies in its six foundations courses. Thereare units on relevant aspects of automation in theelective courses, and there are several electivesthat look directly at computer-related topics suchas Information Systems, Computer-Based Com-munications Networks, Computer-Based Infor-mation Storage and Retrieval, and MicrocomputerApplications in Libraries. The School has devel-oped an information management track within itsMasterTs degree and has proposed a Master ofInformation Science degree, with concentrationsin database management and communicationssystems, which will follow an interdisciplinaryapproach by requiring students to take courses inother departments at North Carolina Central andat other universities in the Research Trianglearea.Summer 1987"71

University of North Carolina at Chapel Hill. Thecurriculum at the School of Library Scienceincludes a required course, Introduction to Com-puters, which introduces students to the use ofmicrocomputer software and allows them topursue advanced study in either database designor programming. Online reference and catalogingare introduced in the schoolTs block and areincluded in later elective courses. There are anumber of computer-related electives, includingNatural Language Processing and InformationRetrieval that are cross-listed with the ComputerScience department. Future plans include acourse in telecommunications systems. The schoolhas recently developed an information sciencetrack, and a library automation track also exists.Concentrations in these areas include retrieval,the organization of information, communications,and language processing.University of North Carolina at Greensboro. TheDepartment of Library Science and EducationalTechnology requires a three-hour course inlibrary automation that focuses on managerialaspects of computerization. The last half of theIndexing and Abstracting course focuses on com-puter-assisted indexing and abstracting. In addi-tion, the school has a number of one-creditcourses that focus on topics such as the use ofmicrocomputers in libraries and media centers,database management applications, spreadsheets,and online retrieval.ConclusionA number of ways in which the new compu-ter and telecommunicatons technologies mayaffect library service in the near future has beenpresented. These future possibilities yield ideasabout the paths that the profession and libraryeducation ought to be taking. A brief descriptionof the paths currently being taken in this area bythe library schools in North Carolina has beenpresented.The task of library education in the telecom-munications environment will not be easy. To72"Summer 1987Have a question?Call the library!some extent, library schools must prepare profes-sionals for an occupation whose future is largelyuncertain. As Myers! has noted, it is difficultenough to predict the future job market for librar-ians; it is even more difficult to predict the futurejob market for librarians whose profession hasbeen redefined to include broader information-re-lated courses. The task is made even more diffi-cult because library education must negotiate adelicate balance between the present pragmaticneeds and realities of employers and the uncer-tain demands of the future.Finally, library education programs in NorthCarolina appear to be making bold moves in rede-fining and expanding the principles and theoriesthat will undergird the practice of both tradi-tional and new information professions. !2References1. Andrew S. Tanenbaum, Computer Networks (EnglewoodCliffs, N.J.: Prentice-Hall, 1981).2. F.W. Lancaster, oImplications for Library and InformationScience Education,� Library Trends 32 (Winter 1984): 337-348.3. Ruth M. Davis, oWhere Will Technology Put the Library of the21st Century?� Bulletin of the Medical Library Association 75(January 1987): 2-3.4. J.C.R. Licklider, Libraries of the Future (Cambridge, Mass.:MIT Press, 1965).5. Dagobert Soergel, oOrganizing Information for Problem Solv-ing,� Bulletin of the American Society for Information Science 13(December/January 1987): 24-25.6. Frederick Kilgour, speech, Chapel Hill, North Carolina,August 14, 1986.7. Walter A. Sedelow, Jr., oBreaking New Ground: SomeThoughts on Making the PublicTs Library Better in the Future,�Public Libraries 19 (Winter 1980): 95-100.8. Vannevar Bush, oAs We May Think,� Atlantic Monthly 176(July 1945): 101-108.9. Don Lanier and Nancy C. Messer, oThe Education of Librar-ians in an Electronically-Oriented Society,� Technical ServicesQuarterly 1 (Spring 1984); 1-23.10. Michael E.D. Koenig, oEducation for Information Manage-ment: Competition or Cooperation?� Library Trends 34 (Spring1986): 722-723.11. Margaret Myers, oThe Job Market for Librarians,� LibraryTrends 43 (Spring 1986): 645-666.12. Abraham Bookstein, oLibrary Education, Yesterday andToday: Library Education in the University Setting,� LibraryQuarterly 56 (October 1986): 360-369. O}

Library Education forChildrenTs Servicesin North CarolinaMarilyn L. Miller and Pauletta B. BracyChildrenTs librarians for public libraries arecurrently very much in demand. In spite of thefact that salaries have improved in many statesnationwide, including North Carolina, some pub-lic library leaders fear there is to be a continuingcrisis in the availability of childrenTs librarians.This concern is developing from several factors.Public libraries have been affected by the growthof career options for women, options which haveprovided increased salaries and opportunities touse their administrative and managerial skills.Traditionally, higher salaries and administrativeopportunities have not been possible for themajority of women who want to continue workingwith children in public schools and libraries. Whatmakes it even more difficult for those who wish towork with children in public libraries is that sal-aries for teachers continue to outpace those forchildrenTs specialists in public libraries.Public childrenTs librarians have been furtherplagued by national debates that have called intoquestion the survivial of their specialty in thefield. Some researchers and many writers in theseventies publicly debated whether children couldbe best served in the school or in the publiclibrary. Throughout all of the debates in thelibrary press and the dire predictions at nationalconferences, childrenTs services are surviving inpublic libraries. Thankfully for the children andsociety, public library directors have continued tosupport childrenTs services as a valuable part oftotal public library service to their communities.Although there are jobs for childrenTs librarians, itshould be pointed out that many library directorshave quietly and persistently eliminated profes-sional personnel and special services dedicated toyoung adults. Many have in essence served noticeMarilyn L. Miller is Associate Professor, School of LibraryScience, University of North Carolina at Chapel Hill. PaulettaB. Bracy is Assistant Professor, School of Library and Infor-mation Sciences, North Carolina Central University, Durham.that special library service to teenagers is theresponsibility of the schools.The documented move away from the qualitysupport of youth services programs in many ALA-accredited library school curricula is another dis-couraging trend. School libraries can survive thistrend because, historically, education officialshave required only state certification. Certifica-tion courses can usually be provided within astate in single-purpose programs offered by col-leges, schools, or departments of education. (Theoverall quality of these programs, nationwide, is atopic for another paper.) This is not so for thepublic library childrenTs specialist because mostlibrary directors seeking a professional childrenTslibrarian ask for the minimum preparation in anALA-accredited MLS program.The job qualifications are changing for child-renTs librarians, however. Job advertisements stilldescribe candidates with organizational skills, theability to communicate well orally and in writingwith parents and with children of all ages, super-visory skills, programming abilities, and extensiveknowledge of childrenTs literature. Employers arealso asking for management skills: the ability toplan, supervise, and direct programs and depart-ments. A few, looking ahead to providing access toelectronic media for the total community, are ask-ing for computer skills and knowledge of otherelements of electronic communication technol-ogy.National personnel trends are evident withinNorth Carolina. There are unfilled jobs for quali-fied professional childrenTs librarians; but somelibrary administrators, despairing of attractingthose with the MLS, have returned to appointingthose without the professional degree. Somelibrary directors have eliminated the MLS entrylevel position for childrenTs services. Althoughstarting salaries have increased for public librar-ians in North Carolina, these salaries and accom-panying benefits are still lower than those forSummer 1987"73

public school teachers, who, in addition to highersalaries, work only ten months of the year.At the same time, it must be pointed out,however, that in North Carolina the number offull-time public library childrenTs staff has nevergone above 139 in the last five years for which wehave documentation. (See Table 1) These 139childrenTs librarians work in 76 systems repre-senting 367 buildings and service to a potentialclientele of approximately three-quarters of a mil-lion children. The percentage of those 139 posi-tions filled by persons with the MLS has nevergone above 49%. North Carolina has a tradition ofkeeping professional public library service tochildren at a minimal level.TABLE 1.North Carolina Professional ChildrensT LibrariansFull-time ChildrensT ServicesStaffPercent (%) with MLSYear Number Employed1973 18 391980 105 471982 88 411984 102 491985 139 43�Source: oYouth Services in North Carolina Public Libraries.Department of Cultural Resources, Division of State Library,1986.Educational Preparation in North CarolinaThe state of North Carolina is unique in thesense that opportunities for library education atthe masterTs level are available at five institutions.These library programs leading to the masterTsdegree are established at Appalachian State Uni-versity (ASU), East Carolina University (ECU),North Carolina Central University (NCCU), Uni-versity of North Carolina at Chapel Hill (UNC-CH), and the University of North Carolina atGreensboro (UNC-G). Common to all curricula isa core of required courses. Courses appropriatefor the educational preparation of childrenTs andyoung adult librarians are likewise consistent.Such offerings include the standard materialscourses"childrenTs literature and young adultliterature"and methods courses such as story-telling and reading guidance.Beyond these common features, the libraryeducation programs in the state offer some var-riety for specialized vocational goals. Only oneprogram, UNC-CH, offers a course specifically con-cerned with the administration of public librarywork with children and young adults. Other sig-nificant course options include the Early Child-hood Specialist program at NCCU which is74"Summer 1987designed to prepare persons to work with pre-school children in public and school libraries.Finally, the Appalachian State University pro-gram includes a materials course entitled oMulti-cultural Literature.�The courses in research methods whichrequire completion of a research project andthose library school programs requiring a mas-terTs paper provide opportunity for further explor-ation of childrenTs librarianship. The doctoralprogram at UNC-CH, the only one in the state,offers even greater opportunity to pursue re-search in childrenTs and young adult librarian-ship.To broaden the perspective of childrenTslibrary work, students may be encouraged toenroll in courses in other disciplines. Althoughnone of the programs require cognate hours,courses in other disciplines which may prove use-ful are childhood and adolescent psychology andaudiovisual technology and production.Mandate for the FutureWhat of the future for childrenTs librarian-ship? It is as true for childrenTs services as it is forall types of library services that the insular librarywill not survive. The childTs need for informationfor his school work and his personal developmentand interest is no less complicated than the needsof adults, The child, like the adult, finds himselfbombarded with new information as well as theadditional pressure of dealing with that informa-tion. The child, unlike the adult, has fewer copingskills, and needs adult assistance in organizingand using the information she has or wants. Ittakes the entire community to help the childacquire and use information: the school, thecommunity, including social and helping agenciessuch as the library, the police department, theyouth oriented agencies, and the church. ThechildrenTs librarian of the future will best be ableto serve the childTs total information needs if sheor he is aware of community services and makesother community agencies aware of the publiclibraryTs abilities to provide materials and servicesto families, teachers, and child-care volunteersand professionals.We have shadow-boxed the concept of school-public library cooperation long enough. With ourmove toward resource sharing and networking,school and public library officials and school andpublic librarians must be more effective in theircommunication, sharing, and understanding ofeach otherTs problems. Knowledge of the schoolcurriculum by public librarians is equally as bene-ficial as knowledge of public library programming

by school librarians. ChildrenTs librarians andschool librarians certainly have important partsto play in this reciprocal relationship. This bringsus back to the childrenTs librarian who sees him-self as an integral part of the total library staffand an integral part of community resources. Thewise childrenTs librarian will also be aware ofadult education, management courses, includingpersonnel management and budgeting, as well asonline retrieval courses. While childrenTs litera-ture and storytelling will always be important,they cannot be the only focus of library service tochildren in an information age.Relative to the national problem of adult illit-eracy is the professionTs concern about aliteracyamong children and young adults. A reasonableexplanation for this situation is that the competi-tion from technological media has stifled the mo-tivation to read. The resultant critical condition isa future generation of non-reading adults.Social demographic data confirm that publiclibraries need to assess current programming todetermine if libraries are qualitatively meeting theneeds of the diversified population. The growth ofethnic populations, in particular, necessitates thisreassessment.LsNorth Carolina has a traditionof keeping professional publiclibrary service to children at aminimal level.esThe mandate for library education programsin North Carolina is to ensure that students areable to understand the significant role of chil-drenTs librarians, and to address contemporaryissues such as community cooperation; publiclibrary-school cooperation and networking; pro-gram planning and evaluation through applica-tion of managerial skills; literacy; and servingspecial ethnic populations. In addressing theseand other current perspectives, library schoolsshould stress knowledge of educational innova-tion and social conditions which affect libraryservice to children. This pedagogical approachcan be achieved in two ways. First, studentsshould be taught to determine the relevancy andapplication of other subject content areas tochildrenTs librarianship. Second, familiarity withreported research in childrenTs librarianship andits implications for the provision of services wouldfurther enhance the educational preparation ofchildrenTs library professionals. al_E�,�= om "IMT Fe aTTTTTT OT TNTTTTTAATTAACTINIe LaiANgo for it!use your librarySummer 1987"75

How Should We Train Adult ServicesProfessionals for Public Library Work?Sharon L. BakerOne good way to determine what we shouldbe teaching our public library professionals is toask practitioners, preferably directors who knowthe problems their employees face and thestrengths and limitations of their training. In1986, the Library Research Center of the Univer-sity of Illinois indirectly did this when it polleddirectors of fifty outstanding U.S. public librariesabout their current major problems and expectedfuture problems, trends, and goals. These librarieswere chosen from a pool of two hundred recom-mended by state library agencies as being excep-tional in their public services and in their generaladministration. From these two hundred, the fiftylibraries were chosen with the highest average percapita circulation and per capita operatingexpenditures.!Responses of the directors of these librariesand a review of the literature on educating publiclibrarians suggest that future education shouldconcentrate on three major curriculum areas:community analysis as a tool to focus services;patron guidance as a tool to focus selection andmake use easier; and materials exposure as a toolto increase student familiarity with informationsources, authors, and genres.Community Analysis: A Tool to Help FocusLibrary ServicesKenneth D. Shearer, professor at the Schoolof Library and Information Science at NorthCarolina Central University, says that ideally bothpresent and future education should teach publicservices librarians to make rational decisionsabout how to allocate scarce library resources ina way which reflects a commitment to communityservices and knowledge of the major roles a publiclibrary can play.?At least three major objectives are reflectedin this statement. The first recognizes that duringthe last two decades public libraries have beenSharon L. Baker is Assistant Professor, Department ofLibrary Science and Educational Technology, University ofNorth Carolina at Greensboro.76"Summer 1987competing for funds which are ever more limited.The directors in the outstanding public librarieswould certainly agree. Forty-eight percent saidgetting enough money for current operations was amajor problem for their libraries now.T Moreover,the directors do not view the future economicclimate for public libraries with optimism. Withinthe next five years, thirty-three percent of thedirectors predict a stagnant local economy anddeclining local tax support, twenty-seven percentexpect declining state and/or federal fundings,and twenty-nine percent anticipate pressure todevelop alternative sources of funding.* LowellMartin, a nationally-known public library consul-tant, says this means that public libraries muststop trying to be all things to all people, butshould rather make hard choices about whichservices should be provided. As an importantfirst step, library schools should force students toconsider these issues, either by examining actualpublic library settings or working with simulationstudies.The second objective follows from the first.Given limited resources, budding public librariansshould be committed to providing the type of ser-vice the community needs. This commitment isgenerally shown in tke field by conducting someform of a comprehensive community analysis todetermine what the information needs of thecommunity are, monitor what community re-sources are available to meet such needs, and seeif any environmental or population characteris-tics encourage or inhibit delivery of library servi-ces.6 Future adult services professionals shouldunderstand and be able to carry out such anal-yses, using tools developed both within and out-side of the profession"from census data to theforthcoming A Planning and Roles Setting Man-ual for Public Libraries.�The third objective is that students shouldknow about the role(s) the public library shouldplay in meeting these needs. Thus, future librar-ians should be able to tell how they would decideon the role(s) their own public libraries shouldplay, and to name and describe major means of

delivering such services. These means include, butare not limited to, distribution methods (e.g., theheadquarters library, kiosk, depository collec-tions) and distinct services and/or programs cur-rently offered to adult users of public libraries(e.g., literacy programs). Finally, students shouldbe taught how to plan the implementation of suchservices.In addition, future education should provideinformation on evaluating these services, a neces-sary step in measuring their effectiveness and inworking toward improving them. Thirty-eightpercent of the directors of the outstanding publiclibraries said measuring the library's performancewas currently a major problem for their library.®This implies that current public library profes-sionals are not adequately trained in evaluation,and that library schools need to focus on thismore.User Guidance: A Tool to Focus Selection andMake Use EasierA second area which should be emphasizedin future education for public service profession-als is in-depth instruction in helping the adultlibrary patron choose and use materials. Again,this trend is seen as a natural one which closelyrelates to what library schools should be teaching.User guidance is actually related closely to theconcept of information overload. This type of over-load occurs when a personTs capacity for process-ing information is exceeded; the strain of han-dling too much data interferes with the individ-ualTs decision-making process. Library patrons areparticularly susceptible to the effects of informa-tion overload since they are expected to makeSelection decisions from among the hundreds orthousands of items available for their use.To overcome this, Lester Asheim has sug-gested that librarians should act as a filter,screening out irrelevant materials and helpingPatrons focus their attention on a smaller, more-easily-assimilated group of items.® This shouldresult in less user confusion and frustration, andultimately, in greater overall use. Thus, libraryschools should be promoting techniques designedto help users select those materials which willbest suit their needs"be they for information,education, or recreation. The directors of out-standing public libraries reflect this need, notingthat major emphases or goals for the next fiveyears are to provide improved reference services(particularly improved services using new tech-nology), and aids to make browsing easier.'°Future education for adult services profes-sionals should therefore work to increase the stu-dentsT understanding of how the typical adultchooses and responds to information. It shouldalso expose students to techniques to guide bothindividuals and groups of users to relevant mate-rials.Specific topics which might be emphasizedinclude: the role of information in the lives ofadults, the differences between information hab-its and characteristics of specific groups (e.g., thehighly versus the poorly educated), both indi-vidual- and mass-guidance techniques to focusadult selection, and adult use of new informationformats (e.g., the CD-ROM).Materials Exposure: A Tool to IncreaseStudent Familiarity with Information Sources,Authors, and GenresEducation for public services librariansshould also emphasize the actual materials: notjust books but other formats which are currentlyand will be used by adult patrons in the future.Students should read and view a large sample ofthe actual materials, in an effort to increase famil-iarity with specific information sources, authorsand types of works.Obviously, two primary job duties of manypublic services librarians will continue to be theinitial selection of materials and the later evalua-tion of their use. Materials exposure can providethe basis for discussing these issues and otherslikely to be even more important in the future. Forexample, two issues likely to be important in thenext few decades are censorship and the century-old, but still relevant, debate about quality anddemand selection.Overall Impressions of the Library SchoolsTCurrent Treatment of Adult Materials andServicesA review of the course syllabi and conversa-tions with those educators in North Carolina whoteach in the area of adult services suggests thatthey have generally identified, and are conscien-tiously trying to communicate information whichthey feel will be of value to prospective publiclibrarians about adult materials and services.Current course reading lists are for the most partrecent and relevant, course goals and objectivesare clear, and assignments are designed to be var-ied and interesting.However, several problems were noted. Al-though coursework in each of these areas isoffered at four of the five library schools in NorthCarolina, generally future adult services librar-ians are not required to take classes emphasizingSummer 1987"77

all three areas. Thus, students may leave libraryschool lacking some necessary knowledge.Second, no studies have been done, eitherwithin the state or nationally, to test how wellstudents are learning the materials. In view ofnationally-documented trends in graduate pro-grams of lowering admissions standards andyielding to grade inflation, student grades do notalways appear to be an accurate indicator of theactual learning which has occurred.Future education for adultservices professionals shouldtherefore work to increase thestudentsT understanding ofhow the typical adult choosesand responds to information.Third, no studies have been conducted toshow whether students are able to translateclassroom information into good professionalpractice. Personal conversations with librarydirectors around the state suggest that studentsgraduating from the stateTs library schools are notalways able to accomplish this effectively.Finally, few efforts have been made to movebeyond looking at the curriculum into consideringfactors relating to the individual students them-selves. Peter Neenan, in a short but insightful arti-cle, says that any effective training program foradult services professionals must odevelop inlearners a flair for creativity of vision andapproach, a sophistication in coordination ofSchool Library Media Week was celebratedthroughout North Carolina, April 6-10, 1987. Herewe see Annette Cameron, media coordinator at78"Summer 1987program resources, and the wisdom to judge theeffectiveness of program outcomes and im-pacts.�"! These character traits, and others such asreceptivity to ideas and a general commitment toservice, Neenan says, can at best only be enhancedby good graduate programs. Thus, orecruitment,selection and encouragement of candidates withthese characteristics is critically necessary.�!�Clearly further study is needed if we are toprovide top-notch professionals to meet theneeds of adults using the public library of thefuture. Such studies should be done coopera-tively, with both library school professors andpracticing librarians contributing advice and aidin identifying ways to overcome obstacles to a thor-ough, truly professional, education.References1. Herbert Goldhor, oThe 1986 Poll of the Directors of 50 Out-standing U.S. Public Libraries,� (unpublished report, Universityof Illinois Library Research Center, 1986).2. Kenneth D. Shearer, oThe Public Library,� (syllabus for coursetaught during Fall, 1986 at North Carolina Central UniversityTsSchool of Library and Information Science), p. 1.3. Goldhor, p. 4.4. Ibid., p. 7.5. Lowell Martin, oThe Public Library: Middle-Age Crisis or OldAge,� Library Journal 108 (1 January 1983): 17-22.6. Vernon E. Palmour, Marcia C. Bellassai, and Nancy V. DeWath, A Planning Process for Public Libraries (Chicago: Ameri-can Library Association, 1980), p. 8.7. This is the revised version of A Planning Process for PublicLibraries, which is planned for release in the summer of 1987.8. Goldhor, p. 4.9. Lester Asheim, oOrtega Revisited,� Library Quarterly 52(November 1982): 218.10. Goldhor, p. 5.11. Peter A. Neenan, oAdult Services: The Educational Dimen-sion,� RQ 27 (Winter 1986): 154.12. Ibid., pp. 154-55. CAdams Primary School in Wilson, as she organizeda school-wide study of Japan to carry outthematically the week-long celebration.

Educating Librarians AboutService to Special Groups:The Emergence of Disabled Persons into the MainstreamKieth C. WrightThe decade of the 1970s saw great changes inthe public awareness of disabled persons in oursociety. A large part of this change was the resultof efforts by disabled persons, their advocates,and families in the courts and in the halls of Con-gress. A series of court decisions, usually based onthe 1954 Brown v. Board of Education decision,held that once a state had undertaken the task ofcompulsory public education, it was required toeducate all children. Congress responded to thecourt decisions by debating and passing legisla-tion to ensure that handicapped children receivedan education in othe least restrictive environ-ment.� In November 1975, President Ford signedPublic Law 94-142, the Education of All Handi-capped Children Act, into law. The practicaleffect of this legislation was to move largenumbers of children from residential or specialschools (or no school at all) into the publicschools.At the same time, various provisions of theRehabilitation Act(s) were being discussed incongressional committees. During 1973 thesecommittees gathered hundreds of pages of tes-timony from advocacy and professional groups.Their hearings finally culminated in the Voca-tional Rehabilitation Act of 1973 (Public Law 93-112) which contains the o500 series� in Title 5.Especially important were sections 503 whichprovided for affirmative action hiring of disabledPersons, and section 504 which provided thatdisabled persons should have equal access to allprograms that receive federal funds (includingeducational institutions). These two laws formthe core of civil rights legislation for disabled per-sons of all ages. Together with the regulations(published much later), these laws allowed dis-abled persons and their advocates to seek entryinto the mainstream of American life and to takelegal action if they were denied that access.Kieth C. Wright is a professor in the Department of LibraryScience and Educational Technology at the University ofNorth Carolina at Greensboro.Since libraries are often involved in the main-stream of American life, there followed anincreased interest in services and programs fordisabled persons of all ages. Any program ofnational, regional and state library agencies dur-ing the late 1970s and early 1980s saw announce-ments of workshops, preconferences, specialevents and awards related to the development,provision and evaluation of services to personshaving disabilities. An increased number of dis-abled persons attended these meetings; AmericanLibrary Association programs were often inter-preted in American Sign Language; and the ques-tion of accessible meeting rooms, hotels and otherfacilities became important. Many library agen-cies developed excellent programs of outreachand inclusion of disabled persons in regularlibrary programs. School library media personnelbecame actively involved as an increasing numberof disabled children were omainstreamed� intopublic schools for at least part of their educa-tional experience. Since school systems were nowresponsible for handicapped children from birth(or discovery) through age twenty-one, a numberof new media programs and services were devel-oped.The Response of Library Education ProgramsLibrary education programs began to respondto the increased emphasis on programs and ser-vices to disabled individuals. Graduates werebeing employed in settings where disabled per-sons were a regular part of the patron group oflibraries. Gibson! surveyed library education pro-grams in 1976 to find out what special courses,institutes, seminars and workshops were beingoffered to prepare students and librarians in thefield to serve disabled persons. She found thatonly twelve schools offered special courses, andfifteen schools included some information aboutthe disabled reader in regular courses such asLibrary Services to Adults, Public Library Man-agement, Services to Special Groups, Library Ser-Summer 1987"79

vices to the Disadvantaged. Several schoolsoffered opportunities for independent study inthis area and at least one school had offered aUnited States Office of Education sponsored insti-tute in this area.The White House Conference on Librariesand Information Services responded to thechanging awareness of disabled persons and theirrights in a number of ways. Of particular impor-tance to library education and training programswas the following resolution:BE IT FURTHER RESOLVED, that institutions educatinglibrary and informational services practitioners assumeresponsibility to address the needs of said consumersthrough their training and education. ...(1) Steps should be taken to assure that instructors inlibrary and information services training programs, aswell as students participating in such programs, reflectthe participation of disabled persons.(2) Library training and continuing education programsshall be provided for library personnel to increaseawareness of the special needs of disabled persons.?Stone? has summarized the ways in whichlibrary education programs can provide for theirstudentsT needs in serving disabled persons: 1.offering formal courses in masterTs programswhich focus on services for disabled persons, 2.providing workshops and/or seminars, 3. offeringpost masterTs certificates for those who wish tofocus their careers in services for disabled per-sons, and 4. some combination of these formats.She went on to note the general lack of interest inproviding courses or information about disabledpersons in library school curricula. She concludedher article by listing some of the areas whichmight be covered in the context of library educa-tion:® teach the facts about particular disabilities andwhat they really entail© educate people in the areas in which specialservices are available® develop studentsT interpersonal skills@ alert students to future trends in informationservices for and about disabled individuals® make students aware of standards developedfor service, accessibility, and collection building© inform students of certain basic rights affirmedin legislation® encourage creativity in the design of retrievalsystems so that disabled persons will have bet-ter access to information~.RubyT in her address at a symposium on pro-viding information and library services to blindand physically handicapped individuals made the80"Summer 1987following suggestions as means of oenhancing thecapabilities of new professionals to serve disabledpeople�:® secure funds to provide financial aid for thosewho want to go into careers of library andinformation services to disabled persons© support library agency affirmative action plansin your own library education recruitment pro-grams® require all students to have some encounterwith one facility serving the disabled® prepare your students with an awareness thatthey are obligated to give their attention to thewhole population in their service area@ assign research in this area of service and dis-seminate the results so that we can get thebenefits of their findings© use practitioners in the field of service to thedisabled in your classes© get more materials about current library servi-ces into your library school library collections© in your management courses do some analysiswhich will make the students deal with thehard choices that practitioners have to makee@ make sure a really broad approach is taken tothe selection of materials ... not just books@ ask some key local practitioners and some dis-abled people what one suggestion they wouldmake to library students that would help thosestudents serve the disabled® train your students how to appraise a library interms of its physical access® inform your students about the many jobs inlibraries that disabled people can do@ try to help your students to be better preparedto react to disabled persons@ alert your students to the oreadersT advisory�aspects of helping the public learn what theywant to learn@ alert your students to the range of serviceagencies out there with which they can workAll these recommendations point toward theinclusion of information about disabled persons,their information needs, and types of serviceavailable in the library school curriculum. Theemphasis is on information for all studentsrather than specialized training for those stu-dents who are planning careers focused oninformation services for disabled persons. Ja-hoda® has provided the most extensive explora-tion of the possibility of including informationabout disabled persons in traditional libraryscience courses. One crucial factor in educatingall library science students to serve disabled per-

sons is the promotion of positive, realistic atti-tudes. Wright and Davie? have suggested somestaff development activities and materials whichcould be incorporated into traditional libraryscience courses which focus on user services (atany age level), or courses which include informa-tion about community analysis and understand-ing and/or interinstitutional cooperative services.Lucas® summarizes the research literature onattitude change and illustrates how one libraryeducation program is attempting to promotesuch positive attitudes through required andelective courses.Library Education Programs in North CarolinaInformal conversations with library educationfaculty and administrators in North Carolinaindicate that these faculties have decided thatinformation about disabled persons, materialformat appropriate to various disabling condi-tions, and materials should be included within thecontext of the regular library science curriculumrather than through special courses or careerspecializations. Specialized career tracks do notseem feasible in light of the opportunities avail-able. Cylke® has pointed out that there are onlyabout 180-200 specialized library jobs within thenetwork of the National Library Service for theBlind and Physically Handicapped. The totalnational outlook for specific jobs outside of resi-dential institutions is around five hundred jobs.The most typical courses where discussion ofdisabling conditions and library and informationservices for disabled persons occur are the pro-grams and materials courses for various agegroups. ChildrenTs and Young Adult Services orcourses targeted on specific populations in thepublic school deal with materials, including dis-abled persons in the client group, and specializedformats of services. Materials courses ofteninclude a section on the selection and use ofmaterials about disabled persons. Some of thesecourses also discuss the various community, stateand national agencies which provide services.Courses focusing on school library media pro-grams and public libraries also deal with com-munity (or patron) analysis, access to physicalfacilities and materials, as well as cooperationwith other professionals and agencies.Foundational and oblock� required courses aswell as basic administration courses also dealwith certain aspects of serving disabled personsin the context of client groups, legal require-ments, and budgeting decisions. A great deal ofwhat students learn will be influenced by theinterest of individual faculty members throughguided independent studies or through personaldiscussions in informal context. North Carolinalibrary education programs are fortunate to havea number of faculty members who have both pro-fessional and personal experience in dealing withother professional agencies and with disabledpersons.Non-disabled persons have noparticular skills beyond thoseof disabled persons when weenter the microcomputer/tele-communications age.Possible Future DevelopmentsIt seems likely that library education pro-grams throughout the southeast will continue toinclude information about disabled persons as aclient group in their regular curriculum. Twonational trends may have some influence on whatis taught about disabled persons and services tothose individuals: 1. The renewed emphasis onhuman relations/communication skills and 2.trends in the development of microcomputer-based library services. The ohigh tech/high touch�advocates! of business administration pulica-tions have focused on these two issues as criticalto successful operations on any enterprise.Good human relations and communicationskills are essential to working with any clientgroup within the context of any institution. Dur-ing a program review process at the Departmentof Library Science at the University of North Caro-lina at Greensboro, the faculty decided that theseskill areas were critical to the overall goals of theprogram. If library education is to increase itsfocus on opeople skills,� then it is possible thatunderstanding of oneTs own prejudices, stereo-types and oblind spots� will be included in theeducation of librarians. Having a positive, openattitude toward others; liking work with peopleover work with things; and understanding oneTsown limitation in the human comedy will go fartoward assuring that emerging librarians treatpeople who are different (including disabled per-sons) as individuals. In terms of providing excel-lent service to the possible client groups and interms of the need to work successfully in serviceinstitutions omarketing� their services in the pub-lic sector, human relations/communication skillsare essential. It seems likely that there will bemore and more emphasis on such skills in libraryeducation programs.Summer 1987"81

The pace of technological development is wellknown to all librarians: oWhatever we buy it willbe obsolete by the time the purchase order ispaid.� Microcomputers have become increasinglypowerful and increasingly varied in their inputand output capacity. The last American LibraryAssociation meeting exhibit area was full of opti-cal disc storage devices and services". The librarycan select, organize and disseminate informationin a bewildering array of formats.In the midst of all of this development, librar-ians should note that information can now berequested and used by persons who cannot see,by those who cannot hear, and by those whosephysical conditions previously shut them off fromaccess to any information resources. The annualmeeting of the President's Committee on theEmployment of the Handicapped always has anexhibit area where voice input and output tocomputer, Braille input and output, as well asspecial input devices are regularly displayed. Aslibraries turn more and more to online/full textservices, information stored in machine-readableform, and access through telecommunications oroptical disc, the possibilities for services for dis-abled persons increase dramatically. Library edu-cation programs will need to introduce theirstudents to the possibilities of nonprint input andoutput with computers and remote delivery ofinformation in whatever format is appropriate.One crucial factor in educat-ing all library sciencestudents to serve disabledpersons is the promotion ofpositive, realistic attitudes.As 4a final note, library educators and profes-sional library service managers should note thattechnology now makes possible job redefinitionsand assignment which can be adequately filled bydisabled persons. Non-disabled persons have noparticular skills beyond those of disabled personswhen we enter the microcomputer/telecommuni-cation age. Nationally very few disabled personscome to library education programs; area pro-grams see only a few applicants over a number ofyears. As librarians explore the possibilities of thedeveloping technologies, they also need to be alertto paraprofessional and professional jobs whichcan be modified so that qualified disabled personscan be hired. Library educators and universitiesneed to be alert to the possibilities of closer work-ing relationships with vocational rehabilitation82"Summer 1987programs and offices for services to disabled stu-dents so that an increased number of qualifieddisabled persons can be recruited into libraryeducation.References1. Merrilyn C. Gibson. oPreparing Librarians to Serve Handi-capped Individuals.� Journal of Education for Librarianship 18(No. 2, Fall 1977).2. White House Conference on Libraries and Information Servi-ces. The Final Report. Summary (Washington, D.C.: USGPO,March 1980), 44,75,77.3. Elizabeth W. Stone. oEducating Librarians and InformationScientists to Provide Information Services to Disabled Individ-uals.� Drexel Library Quarterly 16 (April 1980), 22-23.4. Ibid. pp. 25-26.5. Carmela Ruby. oDinner Address.� in Kraus, Krandall and Bis-coe, Eleanor, Summary Proceedings of a Symposium on Educa-ting Librarians and Information Scientists to Provide Informa-tion and Library Services to Blind and Physically Handi-capped Individuals. 18-20. (Washington, D.C.: National LibraryService for the Blind and Physically Handicapped, 1982.)6. Gerald Jahoda. oIncorporation of Instructional Materials onLibrary Services to the Blind and Physically Handicapped in theCore Library School Curriculum.� (Title IIB Institute, Tallahas-see, Florida, 1978). ERIC #ED 171 301.7. Kieth Wright and Judith Davie. oLibrary Staff Development:Self-Assessment and Attitude Change,� in Library and Infor-mation Services to Handicapped Individuals. Second Edition.(Littleton, Colorado: Libraries Unlimited, 1983).8. Linda Lucas. oEducation for Work with Disabled and Institu-tionalized Persons,� Journal of Education for Librarianship, 24(Winter 1983): 207-223.9. Frank K. Cylke. oComment,� in Summary Proceedings of aSymposium on Educating Librarians and Information Scien-tists to Provide Information and Library Services to Blind andPhysically Handicapped Individuals. (Washington, D.C.: Na-tional Library Service, 1982), 10-11.10. John Naisbett. Megatrends: Ten New Directions Transform-ing Our Lives. (New York: Warner Books, 1982).11. Betty Martin. oInterpersonal Relations and the SchoolLibrary Media Specialist,� School Library Media Quarterly 11(Fall 1982): 43-44,53-57.12. William O, Van Arsdale. oThe Rush to Optical Discs.� LibraryJournal, 111 (October 1, 1986), 53-58. |iC

The Limits of Library School:A North Carolina ReconciliationDuncan SmithA ConfessionOn the best of days I was an average student.In fact, the only way I got into library school wasby doing well in an admissions interview. Thesetwo items, however, have little to do with the factthat library school has not made it to my oBestThings in Life� list. I reserve that privilege for avery different factor which occurred before Iattended my first day of class.Before I attended library school, I spent twoyears working in a public library, and every prac-ticing librarian I then respected warned me thatlibrary school, like growing up, was something tobe endured. So even before I lived through myfirst lecture, my expectations were less thangreat.These feelings are particularly troublesometo me these days since I am now on the other sideof the fence. I find myself working in a librarySchool. This situation is complicated by the factthat during my brief tenure at North CarolinaCentral UniversityTs School of Library and Infor-mation Sciences, I have enjoyed a number of jobtitles. Two of these titles are Practitioner-in-Resi-dence and Coordinator of the North CarolinaLibrary Staff Development Program. It is disturb-ing to me that the title I have preferred is Practi-tioner-in-Residence. It is disturbing to me becausethis preference indicates a reluctance on my partto be associated with library education. Thisreluctance has caused me some loss of sleep andMany dark nights of the soul. This article is a per-Sonal attempt to reconcile library school and thepractice of our profession.Preparing to PracticeIn retrospect, I view a large part of my dis-Satisfaction with library school with the fact thatlibrary school wanted to talk about theory while IWanted to get on with being a librarian. My impa-tience stemmed from the fact that I had worked"Duncan Smith is the coordinator of the North Carolina LibraryStaff Development Program, School of Library and Informa-tion Sciences, North Carolina Central University, Durham.in a library for two years, for godTs sake. I knewwhat it was like and I also knew that most of thestuff I was studying was of little or no practicalvalue. Well, anyone who remembers anythingabout Genesis knows that a little knowledge orexperience can be a dangerous thing. In my case,this knowledge didnTt let me see the forest for thetrees. My previous work experience led me tohave unreal expectations of library school. I feltthat the purpose of library school was to make mea librarian. It is my belief, at this point in mycareer, that this is not the purpose of libraryschool. The purpose of library school is not tomake anyone a librarian. The purpose of libraryschool is to ensure that an individual can becomea librarian.Library school prepares us to practice ourprofession. To assume that the product of anylibrary education program is a librarian is toplace an unfair burden on library school as aninstitution and tu do a disservice to ourselves as aprofession. The product of library school is anindividual who is prepared to use future work ex-perience (i.e., practice) to develop the skills andabilities needed to become a professional librar-ian. Individuals become professional librarians,not so much from what they learn in libraryschool, as from what library school has preparedthem to learn on the job.On-the-Job TrainingOur profession is one that is learned by doing.While reference theory prepares us to conduct areference interview, it is only through the provi-sion of reference service to our public that webecome reference librarians. It is only by transla-ting selection theory into those first painful bookselections for our clientele that we become collec-tion development specialists. Presenting booktalks to our fellow library school students mayprepare us to do book talks and story hours, but itisnTt until children and parents are our audiencethat we become true storytellers.On-the-job is where library school fulfills itspromise to assist us in becoming librarians. TheSummer 1987"83

sometimes messy blending of theory and practiceon the job is where we become professionals.Learning on the job, however, has its limitationsjust as library school has its limitations.There are two primary limitations to on-the-job learning. The first is that the primary functionof a working librarian is the provision of service,not professional development. Librarianship as arule does not provide its new practitioners witha formal internship. Our jobs are not intentionallystructured to provide us with the educationalexperiences needed to develop our skills to theirfullest. The second limiting factor of on-the-joblearning is that in general we are an isolated pro-fession. We are isolated in the sense that it is notunusual for a librarian working in a North Caro-lina library to be the only librarian around. Whenthere are other librarians around, it isnTt unusualfor one to be the only librarian devoted to an areaof expertise. For example, a person may be theonly childrenTs librarian, the only reference librar-ian, the only technical services librarian or theonly library administrator. Both of these factorslimit the amount of learning that a new or expe-rienced librarian can gather from his/her job.Why They DidnTt Teach You That in LibrarySchoolLibrary schools are limited in the sense thatthey cannot provide an individual with all thetraining needed to be a successful practicing pro-fessional librarian. The main factor that restrictslibrary schools from doing this is the fact that ourprofession is one that is learned by doing. Forlibrarians, experience may not be the bestteacher, but experience certainly is a majorteacher.Our day-to-day practice, however, is limitedin that it lacks one of library schoolTs main advan-tages. On-the-job learning lacks the structuredenvironment that is a major component of effec-tive learning. This, coupled with the relative isola-tion in which large numbers of practicing librar-ians work, limits on-the-job learning in its abilityto provide the learning needed to become a pro-fessional librarian.Continuing library education bridges the gapbetween library school and on-the-job learning. Itis through continuing library education that weattempt to neaten the messy blending of libraryschool theory with on-the-job practice. Throughthe North Carolina Library Staff DevelopmentProgram, the library education programs of NorthCarolina have become vital and active partnerswith other continuing library education providers84"Summer 1987in assisting North CarolinaTs librarians in perfect-ing their practice.The North Carolina Library Staff DevelopmentProgram: Erasing the Limits of Library SchoolContinuing library education developed as aresult of the natural limitations of library schooland on-the-job learning. During 1982, JoanWright, assistant professor of adult and commun-ity college education, North Carolina State Uni-versity, and Douglas Zweizig, assistant professorof library science, University of Wisconsin-Madi-son, conducted a comprehensive study of contin-uing library education in North Carolina. A totalof 47 continuing education providers, 1,032employed library staff members, and 47 librarytrustees were involved in the study!. The result ofthis study was a comprehensive picture of thecontinuing library education services then avail-able to North Carolina librarians and the areas inwhich new or additional services were needed.The most significant finding of the study, in thecontext of this article, was that oIdeally, futuredevelopment of continuing library educationshould be characterized by direct planning inter-action between consumers of an educationalopportunity and its providers.�The Wright and Zweizig study identified fourmajor types of continuing library education pro-viders. This study showed that library schools,professional associations, state agencies, andsupport groups were all involved in providingcontinuing library education in North Carolina.None of these providers, however, had continuingeducation as their major focus.On-the-job learning lacks thestructured environment thatis a major component ofeffective learning.In January 1985, Benjamin Speller, of NorthCarolina Central UniversityTs School of Libraryand Information Sciences, developed a proposalto implement a continuing library education pro-gram that would act on several of the recommen-dations of the Wright and Zweizig study. Theprogram contained in Dr. SpellerTs proposalwould involve direct planning between providersand consumers, place continuing library educa-tion events at geographically convenient locationsacross the state, and attempt to bridge the gapbetween library school and on-the-job experience.

This proposal was submitted to the Division ofState Library and was funded using Library Servi-ces and Construction Act, Title III funds. TheNCCU/School of Library and Information Scien-ceTs Office of Continuing Education and LibraryStaff Development began operation on July 1,1985, with me, a prodigal son recently returnedfrom Georgia, as its coordinator. During the pro-gramTs first year of operation, it provided 40 con-tinuing library education events and reachedapproximately 800 participants.During the spring of 1986, the Office of Con-tinuing Education and Library Staff Developmentbecame the North Carolina Library Staff Devel-opment Program. This program is a cooperativecontinuing education effort of Appalachian StateUniversityTs Department of Library Science andEducational Foundations, East Carolina Universi-tyT Department of Library and InformationScience, North Carolina Central UniversityTsSchool of Library and Information Science, Uni-versity of North Carolina at Chapel HillTs School ofLibrary Science, and University of North Carolinaat GreensboroTs Library Science-Educational Tech-nology Department. The North Carolina LibraryStaff Development Program continues to operateunder the policies that governed the Office ofContinuing Education and Library Staff Devel-opment. The same Advisory Council, composed ofpracticing librarians and continuing library edu-cation providers, continues to provide input intothe programTs offerings and operation.The purpose of the North Carolina LibraryStaff Development Program is to provide a co-ordinated, comprehensive continuing library edu-cation program for the state of North Carolina.During its second year of operation the programhas continued to grow, its coordinator has con-tinued to learn, and new opportunities have con-tinued to present themselves. During its secondyear of operation, the North Carolina LibraryStaff Development Program has offered 55 pro-grams and reached an audience of approximately1,400 participants.A major success of this program has been itsability to bridge the gap between library schooland on-the-job practice. Through programs suchas the Branch ManagersT Workshop, the Book-mobile Workshop, and High-Touch/High-Tech,the North Carolina Library Staff DevelopmentProgram is providing an opportunity for librar-ians in specific areas and specialties to continuetheir professional growth and development.The North Carolina Library Staff Develop-ment Program, like the individuals it serves, hasto continue its own growth and development.While the program has offered continuing libraryeducation events as far east as Kinston and as farwest as Newton, two major sections of the stateremain largely unserved. If the North CarolinaLibrary Staff Development Program is to becomea truly statewide program, it must begin offeringservices in the western, mountain area of thestate and the northeastern coastal plain. Theprogram also needs to diversify its offerings toserve librarians working in all types of libraries.The North Carolina Library Staff Develop-ment Program has done a good job of serving pub-lic librarians in North Carolina. During its secondyear of operation this program has also made sig-nificant progress in serving librarians in aca-demic, community college, and special libraries. Ifthe North Carolina Library Staff DevelopmentProgram is to become a truly comprehensive con-tinuing library education program, it will have toexpand its offerings to attract a larger portion ofnon-public librarians, especially school mediacenter personnel, to its continuing library educa-tion events.During its third year of operation, the NorthCarolina Library Staff Development Programintends to address the concerns outlined aboveand to embark on a comprehensive evaluation ofthe services it provides, the impact of those servi-ces on library service in North Carolina, and amore direct approach to identifying potentialcontinuing library education needs. Throughimplementing this combined program evaluationand planning process, the North Carolina LibraryStaff Develoment Program will continue to bridgethe gap between library school and on-the-jobexperience.References1. Joan Wright and D. Zweizig. A Study of Continuing LibraryEducation in North Carolina. North Carolina State University:Raleigh, 1982. p. 1. al2. Ibid. p. 109.Summer 1987"85

NOMINATION FOR THE 1988 ROTHROCK AWARDSOUTHEASTERN LIBRARY ASSOCIATIONAward: Interest on the $10,000 endowment of Mary U. Rothrockand Honorary Membership in the Southeastern LibraryAssociation.Purpose: To recognize outstanding contributions to librarianship inthe Southeast. This is the highest honor bestowed bySELA on leaders in the library field.Guidelines:1. Age and years of service are not a deciding factor in the selection. Thoselibrarians early in their careers or of many years service who have made anexceptional contribution to the field may be considered.The award will be made to no more than one person in a biennium, and anaward may be omitted if no suitable nomination is received.Service in one or more states of those served by the Southeastern LibraryAssociation will qualify a person for nomination.Please send your nomineeTs name, along with a narrative of his or herprofessional and association activities, civic organizations, writings, editorialcontributions, single events or other honors received. Additional documentationmay be requested in the case of finalists.Those making nomination must be members of SELA, but thenominee need not be.Send all Nominations accompanied by a copy of this formto:Dean Burgess: ChairRothrock Awards Committee of the Southeastern LibraryAssociationPortsmouth Public Library601 Court StreetPortsmouth, VA 23704NOMINATIONS MUST BE RECEIVED BY JANUARY 2, 1988 (Please type of print carefully)Person nominated(First Name) * (Middle Name or Initial) (Last Name)States in which the nominee has servedSELA member making the nomination 9__ CCC (Signature)Address of the member making thenomination Address of the nominee (if known)Neaiice eS a ee Name 1seel ott bar oonelieW . sitSHOOU ssi Oe SE Ye Silieet:cintisw.s) sk oie oee peer 6 Drone:City-state, and:Zip Code Ss City, State and Zip Code_Please print or type the reason for this nomination on an attached sheet. Copies ofbiographical data, articles about the nominee or other documents in support of a nominationare welcomed.86"Summer 1987

Online Searchingwith a MicrocomputerDonna FlakeEditorTs Note: This paper was presented July 6, 1986 at theAnnual Study Conference of the Library Association MedicalHealth and Welfare Libraries Group, Newcastle Upon TyneEngland.The online industry is now about fifteen yearsold! Microsearching (online searching with amicrocomputer) began in the 1980s. To say thatthe use of microcomputers is widespread is anunderstatement. There are now seventeen millionmicrocomputers in U.S. homes and offices, tenpercent of which have modems attached to them.There are therefore, at least 1.7 million potentialmicrosearchers in the U.S.2 Microcomputers areused in libraries for a variety of functions, such asword processing, serials control, interlibrary loan,and of course online searching. Before the adventof microsearching, online searchers were limitedto computerized literature searching on dumbterminals. I began with a Texas InstrumentsSilent 700 dumb terminal with a print speed of 30characters per second. When our library pur-chased two IBM-PCs for the reference depart-ment, we acquired many new capabilities foronline searching. As I began to experiment withmicrocomputers, I began reading all I could findabout microsearching. This article is an out-growth of my excitement and curiosity about itscapabilities.Hardware and Software for MicrosearchingThe equipment, or hardware, needed in-cludes a microcomputer with a keyboard, a moni-tor, a communications card, a printer, and amodem. The modem is a device that transformstelephone signals into a form the computer canunderstand. Modems transmit at 30, 120, and 240characters per second. These correspond to bitsper second (bps), rates of 300, 1200, and 2400,respectively. In our library we now use an IBM-PCwith two disk drives and 256k of memory, a 2400Donna Flake was Head of Reference, Health Sciences Library,East Carolina University, Greenville. She is currently libraryManager, Memorial Medical Center Sciences Library, Syl-vania, Georgia.bps Hayes Smartmodem, and a dot matrix Oki-data style printer.The term osoftware� refers to function-spe-cific instructions for the microcomputer. Manydifferent types of software are available; micro-searching requires telecommunications software.CROSSTALK version XVI is considered to be thebest on the market for microsearching. Anothergood telecommunications software package isSMARTCOM II. The cost of the hardware plus thesoftware normally ranges from $1,500 to $3,700.Automatic Log-onAutomatic log-on is one of the most com-monly used features of microsearching. Everydatabase vendor has its own required log-on pro-tocol. To use automatic log-on, the searcher firstcreates and stores a log-on protocol, using tele-communications software for databases used.This eliminates the need to execute the log-onprotocol manually each time a searcher accessesa database. With these protocols, the computerdials the telecommunications companyTs tele-phone number, redialing the number if it isengaged, inputs the special address characters ofthe vendor, and then enters the searcherTs pass-word or passwords. This is one of the greatadvantages of using the microcomputer, even ifone uses only one vendor or telecommunicationsfacility.UploadingAnother capability of microsearching is up-loading. Uploading means creating and storing aquery in advance on the microcomputer, thengoing online, and transmitting the whole query tothe host system with a minimum of typing whileonline.T The advantage of uploading is that muchof the time-consuming typing, correcting, andediting is done offline, saving online time, which inturn saves money. Many of the gateway and frontend systems which will be discussed later includethe uploading capability. CROSSTALK, versionXVI, is one of many different software packagesthat can be used for uploading.Summer 1987"87

Downloading and EditingAnother definite advantage of microsearch-ing over searching on a dumb terminal is the abil-ity to download to a disk. Downloading is thetransmission of data from remote host computersto the userTs microcomputer for later searching,manipulation, or storage.*One of the most popular reasons to downloadis to edit the search before it is given to therequester. This allows confusing system messagesto be deleted, irrelevant citations to be deleted,annotations or notes to be added to certain cita-tions, and specific text elements to be highlight-ed. Cover sheets containing such elements as thetitle of the search, the date, the requesterTs name,and the searcherTs name-can be included. Actu-ally, cover sheets can be prepared by the micro-computer even if one does not download. Editinga search makes it more professional, more rele-vant, and customized. A significant cost advan-tage of downloading is that data can be download-ed at modem speed, rather than the slowerprinter speed, and then subsequently printedoffline. By downloading one can provide therequester with a diskette copy of his searchrather than a paper copy. This allows the patronto transfer electronically the citations into hisown personal microcomputer data files. The elec-tronic transfer saves the intervening steps ofinputting the citations manually from a paperprintout. Some librarians download to allowtransmission of searches via telephone to therequestorTs microcomputer.®Downloading falls into three general catego-ries. The first is downloading for temporary andshort term storage for purposes such as editing orprinting search results after disconnecting fromthe online system. Category two is long-term stor-age for an indefinite period of time and reuse atthe downloading site. The third includes otheruses such as the multiple copying of data, thecreation of specialized databases, informationbulletins, bibliographies, or literature reviews.®A significant cost advantageof downloading is that datacan be downloaded at modemspeed, rather than the slowerprinted speed, and then sub-sequently printed offline.Both librarian searchers and oend users� havea definite need for downloading and are not wor-88"Summer 1987rying very much about the associated legal issues.There are three reasons why searchers are nottoo concerned about the legal ramifications: (1)most database producers are vague about theirpolicies, (2) the courts have not yet made a deci-sion about the issue, and (3) it is currently impos-sible for a database vendor (such as BRS orDIALOG) to detect whether a searcher is printinghis search results on paper"or whether he isdownloading the search results.What about the database producers? How dothey view the odownloading� issue? This varies.Many producers are mailing downloading licenseagreements to searchers to sign and return. Forexample, DIALOG mails oDatabase SupplierTerms and Conditions� sheets to its customers.These sheets state the position of the databaseproducers on downloading. Unfortunately thesestatements are extremely vague with respect todownloading. For example, the Dissertation Ab-stracts Online Policy printed within DIALOGTsperiodic Supplier Terms and Conditions Sheetscontradicts itself. It states under what conditionsdownloading is permissible, and then it saysdownloading is not allowed. I called one of DIA-LOGTs customer service representatives in anattempt to clarify some of the downloadingstatements of individual database producers. |was advised to contact the individual databaseproducers for clarification. When I continued tocomplain that the downloading policies are con-fusing, and in some cases, contradictory, I wastold: oWhat you do with downloaded informationis of concern to the database producer"NOTDIALOG. DIALOG has no way of knowing what itscustomers do with the data after it is transmit-ted.� While many database producers do not stateexplicit downloading policies, a few producers aremaking their policies crystal clear. For example in1985 in Online Review, the Aerospace Databasedid an excellent job of reporting its downloadingpolicy.TBIOSIS also has attempted to clarify its policyon downloading by publishing the downloadingpolicy along with specific examples of download-ing.® Furthermore, BIOSIS offers BITS to its cus-tomers on a regular basis through the mail for afee. BITS are subject specific portions of the BIO-SIS database downloaded onto disk. Thus BIOSISaccepts downloading as a fact of life, and in turngenerates additional revenue through download-ing.Obviously there are still many issues to beclarified with downloading. The National Com-mission on New Technological Uses of Copy-righted Works reported that copying an entire

database for commercial gain would be an in-fringement of copyright, whereas the copying ofsmall parts of the database would not be aninfringement.!° The problem is"how much is aosmall� amount of a database?End User SearchingHaving discussed uploading, downloading,and editing, I will now focus on an importantgroup of microsearchers"the end users. Under-standably, most microcomputer owners want totake advantage of the various capabilities of theirexpensive equipment. The term oend user,� refersto the requesters of the information retrieved.Librarians, as search analysts, are intermediaries.End user searching is a trend which is gainingmomentum. It should not be ignored. One reasonfor this trend is the intensive promotional adver-tising in computer magazines and professionaljournals. While database producers have satu-rated their markets for the professional searchintermediaries, the present online growth ratemust continue, if the industry is to remain profit-able. The industry has, therefore, been targetingits advertising toward professionals and homecomputer owners. From 1981 to 1984, the enduser segment of the market grew faster than anyother part.!!For the average microcomputer owner tobegin online searching, all he needs to do is pur-chase a modem. Modem costs have dropped dra-matically. Costs range from as little as $100 for a300 bps modem, to about $800 for a 2400 bpsmodem.??I chose to include a discussion of end usersearching here because in most cases end userssearch with a microcomputer rather than a dumbterminal. Because of their menu-driven searchingformat and extensive online help options, enduser databases are generally easier, but slower, tosearch. The expression ouser friendly� is appliedto these search systems. User friendly systems formedical professionals include BRS/Colleague,AMA/Net, and PaperChase. BRS/After Dark andKnowledge Index are other options.Although some articles and advertisementsin popular and computing literature lead one tobelieve the contrary, even user friendly softwarerequires some end user training. End users needinstruction on such topics as Boolean logic, theuse of controlled vocabulary, and how to narrowor broaden a search strategy.Our library subscribes to several end userdatabase systems. We own the manuals and pro-vide technical advice in response to user inquiriesand offer a four-hour class on searching MED-LINE using BRS/Colleague. The class is a prereq-uisite for individuals who wish to use themicrocomputers in the library's AV/Microcompu-ter Department for searching BRS/Colleague.Patrons are responsible for all charges incurredwhile running their searches.The library has also established a groupaccount with BRS/Colleague. Individual facultyor departments in the School of Medicine canobtain passwords for this account and use theirown or the library's microcomputers for search-ing. Members of the group account thus avoid the$75 registration fee and the $15 monthly min-imum charged to individual subscribers.Librarians benefit greatly from being theteachers and promoters of end user databasesearching. The major benefit is that our clientelewill look to us as the leaders and the experts inthis area. Another benefit is that we can teach ourclientele under what circumstances they shouldand should not run their own searches. If welibrarians act as promoters of end user searchingrather than avoiders or evaders, then we can havesignificant control over this ever increasing trend.If not, then we may lose our niche in the world ofonline searching.Gateways and Front EndsMany different software products are nowavailable to ease the mechanics of the search pro-cess, particularly for end users. Although avail-able in experimental form since the 1970s,!° theseogateways� and ofront ends� began to appear onthe market in the 1980s.'* SCIMATE was one ofthe first, appearing in 1983. EasyNet becameavailable in 1984, as did oIN SEARCH.�!5 INSEARCH was upgraded to PRO SEARCH in 1985,16and the National Library of Medicine recentlyintroduced oGRATEFUL MED.�!�One can become easily confused about thedefinitions of gateways and front ends becausesometimes the literature is inconsistent, andsome authors use the terms interchangeably.There is, however, an important difference be-tween the two. Gateways take the user to theentrance or gate of the database but no further.On the other hand, front ends lead a searcherthrough every step of a search in the database.You can visualize the difference between a gate-way and a front end by this analogy. A gateway islike St. Peter leading a person up to the gates ofheaven. A front end is like a personTs guardianangel leading him by the hand through heaven.Summer 1987"89

A gateway is an interface between thesearcher and the database. It stores log-on pro-tocols of DIALOG, NLM, SDC, DATA-STAR, andother database vendors, and then automaticallydials the telephone number, transmits the ven-dorsT address code, and send the userTs pass-word(s). The term ogateway� implies that the useris taken to the entrance or gate of the database,but no further.!8 The user is on his or her own toselect the database and search using the softwarecommands of the vendor.!® Since the users ofgateways must know all the intricacies of onlinesearching, gateways are designed for librarians orother search analysts more than for end users. Bysubscribing to a gateway, the user receives a sin-gle bill for all the searching done on any vendorTssystem, and all bills arrive together in a singleenvelope. PC-Net Link is an example of a gate-way.�Front ends are designed with the end-usersearcher in mind and have all the capabilities ofgateways plus some additional ones. Front endssimplify many aspects of the online search pro-cess.The searcher may be given the option ofselecting the database to search, or the front endcan make the database selection after asking theuser a series of questions regarding his topic.?!Once the database has been selected, it is notmandatory for the searcher using a front end toknow anything about Boolean logic or controlledvocabulary.� It should be pointed out, however,that to the extent that the searcher does not pre-pare a search strategy nor take full advantage ofcontrolled vocabulary, this mode of searching isless powerful and less precise than directlysearching a vendor such as DATA-STAR. The frontend translates the simple commands or menuchoices of the end user into the language of thedatabase vendor. Some front ends even act asoemulators� allowing the commands of one ven-dor, such as DIALOG, to be used when connectedto another vendor, such as BRS.�* Aside from thislatter capability, front ends are designed primar-ily for end-user searching, rather than for the pro-fessional searcher. Front ends are menu drivenand, therefore, time consuming and tedious to theexperienced searcher. Front ends, however, helpthe end user by executing log-on protocols and bymaking many aspects of online searching trans-parent to the end user.�4 Thus, front ends can beconsidered an electronic intermediary substitut-ing for the human professionally trained inter-mediary. Although front ends are extremelyuseful for inexperienced end users, there arecosts and sacrifices associated with choosing this90"Summer 1987alternative.ProSearch is an example of a front end mar-keted by an independent company which is not adatabase vendor. Many database vendors whovigorously promote end user searching also offersoftware that simplifies searching. DIALOG de-veloped and markets Knowledge Index, whereasBRS developed and markets BRS/Colleague andBRS/After Dark.The most elaborate of all front ends, EasyNet,offers some interesting capabilities and has a uni-que pricing structure. To access the system, theend user dials a direct toll-free number ratherthan using the traditional telecommunicationsnetwork. The system chooses the database for theend user, then modifies the userTs casual searchtopic into a more sophisticated search strategy.There are no sign up fees, subscription charges,nor monthly minimums. EasyNet charges only ifcitations are displayed. The system charges amodest $8 for each 10 citations.25 Users can pay fortheir citations by Mastercharge, Visa, AmericanExpress, or even a more mundane preestablishedaccount.2 EasyNet, available 7 days a week and24 hours a day, offers access to 700 databasesthrough 13 online services, such as DATA-STAR,and DIALOG.� EasyNet also offers some sophisti-cated capabilities to its users. Unfortunately, thistechnologically advanced system may not retrievethe most relevant citations on a search topic. Forexample, a userTs search topic on heart attackand exercise may retrieve one thousand citations,of which EasyNet prints the first ten. As expe-rienced searchers know, the first ten of one thou-sand citations are seldom the best ones.?7Other gateways and front ends not men-tioned thus far include Superscout, Search Mas-ter, Search Helper, MicroDisclosure, Micro Cam-bridge, PC/Net-Link and IT. New front ends andgateways continue to appear with softwareenhancements. As the competition in this marketincreases, some companies will, no doubt, go outof business. In fact, in May 1986 Menlo Corpora-tion, which offered Pro Search, was taken over byPersonal Bibliographic Software, Inc.28Accounting SystemsAnother unique capability of online searchingwith a microcomputer-software is the facility forhandling accounting and billing. There are a fewaccounting systems which do much more thandisplay the cost at the end of a search and send abill at the end of a month.The front end ProSearch contains a sophisti-cated accounting system which tracks search

costs for the searcher. The program automaticallyidentifies every search session by date, time, data-base searched, customer name, department code,and searcherTs name. The searcher can print in-voices and cover sheets for each search as well asgenerate monthly search summaries for billingand accounting purposes.�°Another accounting system has been pro-duced by the end user Service, BRS/Colleague.This accounting system, named PROMPT, is avail-able only for those using the BRS/Colleague sys-tem. PROMPT was designed as a cost accountingSystem which allows the libraryTs clientele to per-form online computerized literature searchesusing the library's hardware. PROMPT allows alibrary to enter any dollar rate per hour that itwishes to charge its clientele. One rate can beestablished for the searching done during thedaytime, and another rate can be set for search-ing during the evening. After the end user runs hisSearch, a bill is printed using the rate the librarianhas established. PROMPT also keeps track of thetotal time the system is used and generates a billof cumulative use for each user. A neededimprovement in the PROMPT software is the abil-ity to set the hourly rates depending on the cost ofthe database searched.Database-Management SystemsA database-management system is a micro-computer software program which allows for thecapture, editing, filing, and retrieval of data. Forthe most part, database management systems areused for purposes other than manipulating down-loaded citations from an online literature search.This discussion, however, will cover only thosedatabase-management systems that are used forbibliographic records. The database managementsystems to which I am referring could more accu-rately be described as bibliographic managementSystems. This is a very small subset of the entireuniverse of database management systems.Some end users perform online searches andthen routinely download the retrieved citationsinto a permanent file. The purpose of this per-manent file is to compile a database of citationsthat are pertinent to the specific interests of theend user. It is imperative that the end user be ableto retrieve citations from this file as needed. For�,�xample, consider an end user who is an endocri-Nologist doing research in diabetes. Citations to15,000 journal articles are in his file on this topic.The endocrinologist wants to retrieve journalarticles from his file on the topic obedtime insulininjections.� Our researcher certainly does notwant to look at every one of those 15,000 citationsin this file to select the citations covering bedtimeinsulin injections. Therefore, he uses a databasemanagement system which will allow him toselect the specific citations he desires.Good database management systems shouldhave the following capabilities:1. The ability to download citations into adatabase without having to retype them.Boolean RetrievalTruncationPhrase SearchingRetrieval by All Fields.%°Many different database-management sys-tems for bibliographic records are available.These include: Zy Index, Pro-Cite, and GoldenRetrieval. DBASE III+, the number-one sellingdatabase management system for personal com-puters, can also be programmed to handle biblio-graphic citations. Furthermore, the front endSciMate contains a built-in database managementsystem.Database-management systems must be usedwith a microcomputer rather than a dumb termi-nal. The ability to utilize database-managementsystems is another of the many advantages ofonline searching with a microcomputer.oF ONTrends and InnovationsMicrosearching is a relatively recent phe-nomenon and in a state of flux; therefore it is diffi-cult to predict the future. During the course ofthis paper I have already alluded to some trendsin my discussion of downloading, gateways, andfront ends. Here, perhaps, are some trends andinnovations indicated for the future.1. The online industry will continue to grow. In1985, Business Communications Company pub-lished a report saying that the online industryocould very well maintain a 23 percent a yearaverage growth rate through the next decade.�?!2. New gateways and front ends will continue toappear on thé market, and competition in theonline industry to fill this need will continue.3. Greater numbers of online searchers areswitching from dumb terminals to microcompu-ters to take advantage of the vastly greater capa-bilities of microcomputers.4. More full-text databases are becoming availa-ble in response to searchers who need the originalsource rather than simply a bibliography. Thistrend is an outgrowth of the blossoming elec-tronic publishing industry, and also of theincreased capacity and reduced cost of the elec-tronic storage media.5. Telecommunication facilities such as Telenetand Tymnet are offering faster bps rates.32 ThisSummer 1987"91

could lead to further changes in pricing onlineproducts.6. The command languages used by vendors suchas DIALOG and DATA-STAR are becoming morepowerful.*87. Voice output is currently available for somemicrocomputers. A recently released version ofPro-Search supports a voice communicationsoption.*4 This technology omay come into use... asa... channel for control and error informationrelative to a search, or for use by visually impairedsearchers.�?58. The customer support from vendors is expand-ing. For example, in 1985 DIALOG received overfour hundred telephone calls for assistance eachday from its customers, whereas in 1986 DIALOGhas been averaging 440 calls per day.*®9. The online industry is quite willing to adjust tofill the varied niches in the information retrievalmarket place. After-hours searching is an exam-ple of this flexibility.10. In 1985, DIALOGTs president, Roger Summit,forecasted multifile searching, ie., searching sev-eral databases simultaneously.°�11. One extremely exciting and revolutionarytrend is that database producers are beginning tomake their databases available on CD-ROM(Compact Disk Read-Only Memory). CD-ROM is acompact disk storage system which is o... used forstorage and reproduction of digital data.�°* Thistechnology has definitely captured the imagina-tion of the information industry. A concreteexample of this enthusiasm is the new monthlycolumn in the two journals Online and Databaseon CD-ROM technology. CD-ROMs are called byseveral names such as video disks, laserdisks, andoptical disks. Traditional online databases cannow be stored on CD-ROM eliminating telecom-munications and connect-hour charges. CD-ROMworkstations require three pieces of equipment:(1) a microcomputer, (2) a compact disk drive,and (8) a printer. The compact disk drive rangesin price from about $1,200 to $2,200.°° Users ofCD-ROM, however, seldom need to concern them-selves with the cost of the actual equipment,because CD-ROM systems are sold as a packagewhich includes the disk with the database, thecompact disk drive, the retrieval software, andthe interface and cabling.*° Unlike a floppy disk, acompact optical disk stores data by burning pitsinto the specially coated disk with a laser. Theresult is permanent and unalterable.*! The equiv-alent of 200,000 single-spaced pages can be storedon one CD-ROM.o As a further illustration of thecapabilities of this technology, one disk containsthe storage capacity of twenty pounds of floppy92"Summer 1987disks.*8If a library chooses to access a database bymeans of a CD-ROM rather than online, then thelibrary pays for all the searching of the disk onlyonce"when the disk is purchased. There are noadditional charges for using the database on disk,because the user is not oonline.� Using a databaseon CD-ROM eliminates a searcherTs urgency toperform a search as quickly as possible to savemoney. The widespread practice of using a data-base on CD-ROM rather than online will naturallyreduce the total use of online databases. Further-more, it may radially change the functions ofgateways and front ends.... front ends can be consid-ered an electronic interme-diary substituting for thehuman professionally trainedintermediary.Several databases are already available onCD-ROM.! From Silver Platter the entire ERICdatabase is available for $3,000, PsycInfo is avail-able from 1974 for $5,000, all of PAIS sells for$3,000, and one year of EMBASE costs about$8,000.44 Cambridge Scientific Abstracts is offer-ing MEDLINE from 1982 to the present on CD-ROM. Each year of MEDLINE is on a separate diskand costs $975. The disk is updated quarterly andthen cumulated at the end of the year. To com-pensate for the inconvenience of searching eachyear of MEDLINE on a separate disk, CambridgeScientific Abstracts is developing the Jukebox.The Jukebox is a device that will contain space forsix to ten disks. A user searching MEDLINE onCD-ROM through the Jukebox enters his searchstrategy only one time. The Jukebox will automat-ically search through all its disks.*®In the next few years, libraries will purchaseCD-ROMs for the databases they use most of thetime. For databases that are used infrequently,libraries will continue using the online versions.There are a few drawbacks to using this technol-ogy. o[CD-ROMs] are single user systems. Theamount of information that can be put on a singledisk is limited ... Updates are expensive to pro-duce, and so most database producers now planto supply them only quarterly. The drives are slow... and the data transfer rates are also signifi-cantly slower ... Another troublesome area isstandardization.�4¢Even though there are drawbacks using CD-ROM, the benefits far outweigh all the problems.

One exciting benefit is the ability to reproducepictures and tables. Currently databases do notcontain pictures; if, however, the demand forgraphics warrants it, then producers of full textdatabases may begin including graphics.These new technologies will keep the field ofonline searching in a state of flux for some time tocome. It behooves the information specialists tostay abreast of both changes in the online worldand technological developments which are mak-ing them possible.References1. oThe Inverted File: The Graying ... and the greening of theOnline industry ... and how one end-user got his first jobthrough INSPEC,� Online 9, 4 (July 1985):8.2. oDatabank end-users contributing to continual growth ofindustry,� Online 9, 5 (September 1985);117.3. Paul Lasbo, oUpload on a Micro Application,� Online 8, 1(January 1984):12.4. Rosemary S. Talab, oCopyright and Database Downloading,�Library Journal 110, 18 (November 1, 1985):144.5. oNew Service Options Available"Downloading with Micro-computers,� The Claude Moore Health Sciences Library News 2,9 (September 1984):1.6. Talab, oCopyright,� p. 145.7. oDatabase Supplier Terms and Conditions,� DIALOG Infor-mation Services, Inc., (January 1986) p. 2.8. oDownloading policy announced for Aerospace Database,�Online Review 9, 4 (August 1985):270.9. oDownloading Revisited,� BIOScene 15, 1 (1986):1.10. Thomas S. Warrick, oLarge databases, small computers andfast modems ... An attorney looks at the legal ramifications ofdownloading,� Online 8, 4 (July 1984):63.11. Louise R. Levy and Donald T. Hawkins, oFront End Softwarefor Online Database Searching: Part 2: The Marketplace,� Online10 (January 1986):33-40.12. Carol Tenopir, oOnline Searching With A Microcomputer,�Library Journal 110, 5 (March 15, 1985):42.13. Carol Tenopir, oDatabase Access Software,� Library Journal109 (October 1, 1984):1828.14. Levy, oFront End,� p. 36.15. oMenlo Corporation produces Pro-Search for informationprofessional,� Online Review 9, 3 (June 1985):187.16. oMenloTs In-Search software replaced with Pro-Search,�Online Review 9, 6 (December 1985):442.17. Rose Marie Woodsmall, oNLM introduces GRATEFUL MED:A User-Assisted Interface To MEDLINE and CATLINE,� The NLMTechnical Bulletin 202 (February 1986):1.18. Donald T. Hawkins and Louise R. Levy, oFront End Softwarefor Online Database Searching: Part 1: Definitions, System Fea-tures, and Evaluation,� Online 9, 8 (November 1985):30-37.19. Ibid.20. Ibid.21. Ibid., 33.22. Ibid., 31.23. Dennis Brunning and Doug Stewart, oPro-Search,� Informa-tion Technology and Libraries 4, 4 (December 1985):376.24, Hawkins, oFront End,� 31.25. Mike O'Leary, oEasyNet: Doing it all for the end user,� Online9, 4 (July 1985):106-113.26. oSix New Databanks Join EASYNET"System Enhanced,�Database (June 1986):118.27. O'Leary, oEasyNet,� 106-113.28. Telephone interview to Professional Bibliographic Software,Inc. 6/3/86.29. oMenlo Corporations produces Pro-Search for the informa-tion professional,� Online Review 9, 3 (June 1985):188.30. Dee A. Mater, Bibliographic Software Comparison ChartUniversity of North Carolina at Chapel Hill"The Health Scien-ces Library. November 1985.31. oDatabank End-Users Contributing to Continual Growth ofIndustry,� Online 9, 5 (September 1985):117.32. Roger K. Summit and Charles T. Meadow, oEmerging Trendsin the Online Industry,� Special Libraries 76, 2 (Spring 1985):89.33. Ibid., 90.34. oMenlo announces Pro-Search version 1.03,� Online Review10, 1 (February 1986):28.35. Ibid.36. Ibid.37. Summit, ~oEmerging,TT 90.38. Judith Paris Roth, Essential Guide to CD-ROM, Meckler Pub-lishing, Westport, CT. (1986):15.39. Carol Hanson Fenichel, oThe Linear File,� Database 9, 3(June 1986):7.40. Ibid.41. Ron Cleaver, oOptical Disks: First Light,� PC World 4, 2 (Feb.1986):215.42. oDigital Equipment Launches CDROM Program"Onlinedatabases on CDROM"UNI-File Standard Format Endorsed,�Online (January 1986):13.43. oCD-ROM: Is It the Future,� Note Us, 4, 1 (April 1986):1.44, Fenichel, oLinear,� 7.45. Avril Howells, Cambridge Scientific Abstracts, telephoneinterview, May 29, 1986.46. Database (June 1986):8.AcknowledgementsI thank Paul Bredderman, Judi Wojcik, and Andy Eisan fortheir numerous suggestions and very kind support during myinvestigation of microsearching and subsequent writing of thepaper. I extend special appreciation to Edna Moye for herpatience during the many revisions of this manuscript. etbe superpersonuse your librarySummer 1987"93

Summer Of Adventurous Reading!funded by LSCA, Title |, Art work by Nelle Hayes, New Bern Senior High School1987 Summer Reading Program sponsored by the N.C. Department of CulturalResources, Division of State Library94"Summer 1987

North Carolina BooksAlice R. Cotten, CompilerDavid Herbert Donald. Look Homeward: A Lifeof Thomas Wolfe. Boston and Toronto: Little,Brown and Company, 1987. 579 pp. $24.95. ISBN0-316-18952-9.Before publication of David DonaldTs LookHomeward: A Life of Thomas Wolfe, we hadtwo full-scale biographies on North CarolinaTsmost important writer. The first of these, ThomasWolfe: A Biography (1960), was written by Eliza-beth Nowell, WolfeTs capable literary agent andfriend. Her associations with Wolfe enriched herbook, but since many of the persons who playedimportant roles in WolfeTs life were still living, shehad to work under numerous restraints, espe-cially those imposed by Edward Aswell, the admin-istrator of WolfeTs estate. Andrew TurnbullTsThomas Wolfe (1967) was a more complete andobjective account, though Turnbull's interest wasmore in Wolfe the man than Wolfe the artist. C.Hugh Holman judged Turnbull successful in crea-ting oa convincing and living image of the man whowrote books.� David Donald, who rediscoveredWolfe the writer during the 1970s, wanted to writea full-scale biography that would chiefly be anaccount of WolfeTs evolution as a writer.There could be, of course, no escaping Wolfethe man, for no American novelist used the detailof his own life so consistently for his fiction. oByGod, I have genius,� Wolfe declared as a Harvardgraduate student. The price of genius seems torun high for American writers, and none provesthe point more than does Wolfe. Having access toall of WolfeTs papers, Donald did not have to laborunder constraints that hampered other re-searchers. He traces WolfeTs life more fully thanWolfeTs other biographers could. Readers of thisnew biography will learn things about WolfeTs tor-tures and triumphs that will make a lengthy bookSeem none too long.Recounting WolfeTs story required immenseenergy, for although Wolfe died just short of histhirty-eighth birthday, he was a prolific writer.Moreover, from an early age he saved every scrapof paper that might be of possible value. The collec-tion of his papers is one of the largest of anyAmerican author, and the biographer dealingwith them"especially one interested in the evolu-tion of the writer"faces many quandaries. Thepapers that became WolfeTs last two novels andthe collection The Hills Beyond were often drafts(sometimes variations of the same episode) andfar from the shape Wolfe had planned for them.Edward Aswell did a great deal of shaping (somethink warping) of the manuscripts to bring thosebooks, especially You CanTt Go Home Again,before the public. Although Aswell believedstrongly in WolfeTs genius, he took liberties thatDonald finds unacceptable.DonaldTs book is valuable not only forrecounting WolfeTs publishing and editing prob-lems so thoroughly, but because it discussesWolfeTs growth as a writer. Wolfe had, Donald says,the best formal education of any American novel-ist of his day. (One of the best, one might qualify.WolfeTs friend Vardis Fisher had the Ph.D. fromChicago.) Because Wolfe was a prodigious reader,he learned a great deal from other writers, andDonald does a good job of portraying the influ-ence of such writers as James Joyce, SherwoodAnderson, Sinclair Lewis, and Marcel Proust onWolfeTs work. Although he gives us the essence ofWolfeTs relationship with ScribnerTs other giants"Hemingway and Fitzgerald"he refrains from let-ting those comparisons loom larger than neces-sary. Some readers may quarrel with Donaldabout just where the excellences in Wolfe are, andsome may find DonaldTs sense of the literary tra-dition slightly oversimplified. Look Homeward,Angel, Donald observes, did not fit any of theaccepted categories of Southern fiction. Whatwere those? Donald takes WolfeTs word: othe bet-ter known gentlemen and lady writers of theSouth were writing polished bits of whimseyabout some dear and mythical Land of Far Cock-aigne (like James Branch Cabell), or ironic littlecomedies about the gentle relics of the Old Tradi-tion of the South (like Ellen Glasgow), or fancifulbits about Negro fish mongers along the battery inCharleston (like Dubose Heyward), or, when pas-sion was in the air, about the romantic adulteriesof dusky brethren and sistern on a plantation inSouth Carolina (like Julia Peterkin).� Unfortu-nately, Donald (the preceding parentheses areSummer 1987"95

North Carolina Bookshis) goes along with Wolfe in this put-down ofSouthern writers who had their own struggles todo different and honest work, writers who helpedto create the Southern Renaissance, helped toprepare the way for Wolfe. And if there was some-thing swi generis about Look Homeward, Angel, itdid belong recognizably to the tradition of the Bil-dungsroman; and although Whitman would be-come more important to Wolfe after 1929, hisnovel did belong to a recognizable American liter-ary tradition. It goes back to EmersonTs Americanscholar as well as to WhitmanTs oSong of Myself.�Wolfe liked to play the role of mistreated genius.The truth is that Look Homeward, Angel (con-troversy in Asheville notwithstanding) receivedenthusiastic praise (few novels do so well), and ithas never gone out of print.But, in the main, Donald is excellent in notletting Wolfe call the shots. Admitting that Wolfeowrote more bad prose than any other major wri-ter that I can think of� yet committed to the prem-ise that Wolfe oranks among the very greatAmerican authors,� Donald comes close to his aimof writing a biography without a hero or a villain.He has been notably successful in not relying onfiction as a source for biographical fact, always atemptation to biographers dealing with overtlyautobiographical writers. Perhaps DonaldTs train-ing as a historian was especially valuable for abiography of so Faustian a subject. His tone isright, and his thoroughness in a gigantic task isimpressive (the study was six years in the mak-ing). All in all, this new biography is a cause forcelebration. It ranks with the best literary biogra-phies on American writers. And libraries in NorthCarolina will surely wish to make it available totheir readers.Joseph M. Flora, The University of North Carolina at Chapel HillJack Claiborne. The Charlotte Observer: Its Timeand Place, 1869-1986. Chapel Hill: University ofNorth Carolina Press, 1986. 357 pp. $19.95. ISBN0-8078-1712-0Many North Carolinians"and not only resi-dents of Mecklenburg or surrounding counties"consider the Charlotte Observer the best news-paper in the state. By any standard, it is anoutstanding regional journal with a well deservedreputation for accuracy and integrity. In TheCharlotte Observer: Its Time and Place, 1869-1986 Jack Claiborne, associate editor of theObserver, gives us a history of the paper worthy ofits rank and reputation. Claiborne sets himselfthe ambitious task not only of writing an internal96"Summer 1987history of the growth of the Observer, but also ofplacing that history in the context of the devel-opment of Charlotte, the state of North Carolina,and the South.In his first three chapters Claiborne exam-ines the ObserverTs predecessors, a handful ofnewspapers printed in Charlotte from 1869 to1892, most of which carried the name Observer insome combination on their mastheads. Claiborneshows that the importance of these papers for thehistory of the Observer is not so much one of cor-porate continuity as a continuity of personnel: theearly papers trained several of the men whocreated and ran the modern Observer.In his chapters on the history of the contem-porary Observer, Claiborne is adroit at balancinghis treatment of a number of subjects. He dealswith the personalities and influence of the peoplewho owned or ran the Observer and establishedits voice, people such as Joseph Caldwell, DanielTompkins, Curtis Johnson, Ernest Hunter, Johnand James Knight, and oPete� McKnight. He alsodoes justice to the dozens of important reporters,columnists, photographers, printers, and cartoon-ists whose collective contribution built the over-all quality of the paper. Finally, Claiborneintegrates the story of the ObserverTs people intoan account of the environment in which thepaper existed, an environment comprising chang-ing standards of journalism, changing communi-cations technology, and the shifting aspirationsand values of the surrounding community.ClaiborneTs greatest achievement in TheCharlotte Observer is his clear, concise, andengaging style. As a historian he goes beyond askill in marshalling facts to what Barbara Tuch-man praises as an ability to perceive the signifi-cant detail"the incident or individual, an accountof which gives the reader insight into a muchlarger historical picture. This eye for detail andcontrol of data is matched by a welcome feelingfor language and felicity of expression. The resultis a book that is always readable and often fasci-nating.Probably the weakest area of the book is thelinkage of the evolution of the Observer with thehistory of the city and the region. Many of thesecondary works on which Claiborne relies forhistorical background, while they are standards,are nonetheless dated. Since much of the newscholarship is fragmentary or contradictory, mas-tering it would have taken Claiborne furtherthan he had any intention of going and furtherperhaps than he could be expected to go. Currentscholarship, however, will profit from this excel-lent work which will form an important part of

the continuing search for an understanding of thegrowth and significance of southern cities andthe impact of news media on modern society.Harry W. McKown, University of North Carolina at Chapel HillJohn V. Allcott. The Campus at Chapel Hill: TwoHundred Years of Architecture. Chapel Hill: TheChapel Hill Historical Society, 1986. 113 pp. $16.00,plus $2.00 for mailing. (P.O. Box 503, Chapel Hill,NC 27515-0503.)John Volney Allcott, an emeritus professor,Department of Art at the University of NorthCarolina, performs a masterful task of blendingtogether time, place, people, and space into ahighly readable volume on the architecture of thefirst state university. Readers should not consultthis book for lists of professors and students, oreven a survey of university politics"although allplayed a role in directing development at ChapelHill. Rather, this brief survey gives an excellenthistory of the growth of the physical campus. Itrecounts the grand dreams, the economic hard-ships, and the political realities that were criticalfactors in making decisions about bricks and mor-tar.The narrative comprises five chapters inchronological order beginning with oThe Campusin the Late Eighteenth Century� and concludingwith oModern Architecture since 1963.� Otherchapter titles are: oRomanticism, 1820s to the CivilWar�, oLate Romanticism, 1885 to World War IT;oThe Colonial Revival, 1921 to 1962.� Included arebrief sketches of the outstanding architects anddesigners who have left their imprint upon theface of the university"from William Nichols andA.J. Davis in the antebellum period to the firm ofMcKim, Mead, and White in the early twentiethcentury, and more recently Gerald Li and RomaldoGiurgola. A chronology of structures and archi-tects along with extensive notes and a bibliog-raphy add to the value of the book as a researchtool.Although it is a short walk from Old East(1793) to Walter Royal Davis Library (1984), it is ajourney through two centuries of what the authordescribes as oa panorama of architectural devel-opment in America. It is a North Carolinamuseum of American architecture.� Campus is alabor of love about a place loved by many. Booksabout Chapel Hill enjoy a devoted readership.This comfortable addition should be no excep-tion.Jerry C. Cashion, North Carolina Division of Archives and His-toryNorth Carolina BooksErnie and Jill Couch. North Carolina Trivia.Nashville, TN: Rutledge Hill Press, 1986. 191 pp.$5.95 paper. ISBN 0-934395-37-3.James A. Crutchfield, ed. The North Caro-lina Almanac and Book of Facts. Nashville, TN:Rutledge Hill Press, 1986. XLIX, 331 pp. $14.95.ISBN 0-934395-35-7. (513 Third Avenue, South,Nashville, TN 37210.)Both of these books should please readers inneed of readily available information about NorthCarolina. Trivia fans will enjoy North CarolinaTrivia, a slim volume divided into sections per-taining to geography, entertainment, history, artsand literature, sports and leisure, and science andnature. Each page contains from five to sevenbrief questions and answers. They can be read forentertainment or used in trivia bowls or games.The North Carolina Almanac and Book ofFacts is a much more ambitious work. Its ninety-five categories, ranging from Agriculture to ZipCodes, provide names, addresses, statistics, calen-dars of events, geographical information, andnumerous lists. Although all of the information isavailable elsewhere, this handy, hardback volumebrings it together in a convenient format thatincludes a thirty-nine-page index. A North Caro-lina history teacher in our county recently madeassignments based on facts contained in NorthCarolina Almanac. Students, parents, and li-brarians scrambled to pull together the answers,not knowing that all of them were contained inthis useful book.The compilers of both books live and work inTennessee. This handicap seems to have affectedJames A. Crutchfield more than Ernie and JillCouch. North Carolina Almanac contains a var-iety of inconsistencies, omissions, misspellings,and factual errors. Crutchfield states that nov-elist Inglis Fletcher was a man; that FranklinCounty was created in 1778 (1779 is the correctdate); and that North CarolinaTs senior UnitedStates senator spells his first name oJessie.�Moreover, in the section listing Festivals andEvents, Crutchfield leaves out AydenTs CollardFestival and LouisburgTs National Whistlers Con-vention. For shame!These books do have their places, however,particularly in school and public libraries. Aca-demic libraries may want to purchase NorthCarolina Almanac, but it should be used withcaution.Maurice C. York, Edgecombe County Memorial Library |Summer 1987"97

Libraries: Spread the NewsNorth Carolina Library AssociationBiennial ConferenceWinston-Salem, October 28-30, 1987Tentative Schedule7:00 PM-8:30 PM10:00 AM-6:00 PM10:00 AM-12:00 Noon12:00 Noon-6:00 PM12:00 Noon-5:00 PM1:30 PM-3:00 PM3:15 PM3:30 PM-5:00 PM4:00 PM-6:00 PM98"Summer 1987Tuesday, October 27NCLA Executive BoardDinner(New and old boards,conference planningcommittee)Wednesday, October 28Conference RegistrationNCLA Media CommitteeProgram & PresentationoInteractive Video DiscTechnology� with LabtimeNCLA Media CommitteeFilm/Video ShowingsPlacement CenterFirst Session - Speaker:Maya Angelou, AuthorSponsored by the RoundTable on Ethnic MinorityConcerns, the PublicLibrary Section, and theRound Table on theStatus of Women inLibrarianshipExhibits Opening &Ribbon CuttingJMRT OrientationProgramCollege & UniversitySection Program andBusiness Meeting "Speaker: Dr. Joanne R.Euster, President-Elect,Association of Collegeand Research LibrariesoCreative Leadership inAcademic Libraries:Everybody'sResponsibility�6:00 PM-8:00 PM8:00 PM8:30 PM-11:30 PM7:30 AM-9:00 AM8:00 AM-5:00 PM8:30 AM9:00 AM-5:00 PM9:00 AM-10:30 AM9:00 AM-5:00 PM9:00 AM-10:30 AM9:00 AM-12:00 NoonAll Conference Round-UpDinner (Exhibit Hall)Exhibits CloseAll Conference Reception(Forsyth County PublicLibrary) - Refreshments,Music, DancingSponsored by the PublicLibrary StaffThursday, October 29Breakfast and BusinessMeetingResources and TechnicalServices Section (RTSS)Conference RegistrationExhibits OpenCoffee and DanishProvided 8:30-9:30 AMFilm and Video PreviewSessionsPLS AV CommitteeReference and AdultServices Section Program,oDo We Serve Patrons orCustomers? HowEntrepreneurs SellInformation� - MatthewLesko, President,Information USA; PeterWorkman, President,Workman PublishingPlacement CenterCommunity & JuniorCollege Section Programand Business MeetingoCritical Thinking� -Dr.John Lubans1986 Notables ShowcaseChildrenTs ServicesSection (Business Meetingat 9:00 AM)

9:00 AM-10:00 AM10:30 AM-12:00 Noon10:30 AM-12:30 PM10:30 AM-11:30 AM12:00 Noon-1:30 PM12:00 Noon-1:00 PM1:00 PM-2:30 PM1:00 PM-5:00 PM2:30 PM-4:00 PM4:00 PM-5:00 PM4:00 PM-5:30 PMMock Community Forum:oThereTs Trouble RightHere in River City�Intellectual FreedomCommitteeRound Table on theStatus of Women inLibrarianship Program:Dr. Herb White, Dean,Indiana University Schoolof Library ScienceRTSS Program: oTheImpact of Automation onLibraries and Their Users�Liz Nichols, StocktonPublic Library, andDr. Ching-Chih Chen,Associate Dean, SimmonsUniversity LibrarySchoolProgram: TrusteesTSectionLuncheonTrusteesT SectionExhibits Close for LunchOpen Time to VisitExhibitsPLS Public RelationsCommittee Swap andShop, Poster Sessions, PRContest DisplayGeneral SessionSpeaker: Calvin Trillin,Author, Columnist, NewYorker writerProgram, Round Table onEthnic and MinorityConcerns (REMCO)oEthno-CulturalMinorities: DevelopingLibrary Services &Intercultural Skills�;Lee Krieger, Coordinator,N.C. Foreign LanguageCenter;Rev. Maurice Vargas,Director, Cape FearCitizens Committee onImmigration (Tentative);Judy Engle, ESLInstructor, ForsythTechnical College(Tentative)PLS Adult ServicesCommittee Program:oEffects of Genre Fiction4:00 PM-5:00 PM4:30 PM-5:30 PM5:00 PMThursday EveningThursday Evening7:30 AM-9:00 AM7:30 AM-9:00 AM8:00 AM-12:00 Noon8:30 AM9:00 AM-12:00 NoonClassification on PublicLibrary Circulation� - Dr.Sharon L. BakerMeeting of thoseinterested in forming aLocal History/SpecialCollections Round TableReception, Round Tableon the Status of Womenin LibrarianshipExhibits CloseLibrary School ReceptionsReception, LiteracyCommitteeFamous Amos (Tentative)Friday, October 30ChildrenTs ServicesSection Author BreakfastJack PrelutskyBeta Phi Mu Breakfast& SpeakerConference RegistrationExhibits OpenCoffee and DanishProvided 8:30-9:30 AMTable Talks: Discussionswill be led atapproximately ten tablesfor 50 minutes followedby ten minute breaks.Planned topics include:oFactors Which AffectOutput MeasuresPerformance�oEvaluating ReferenceServices�oInstructing Users inOnline Catalogs�oTrends in ChildrenTsLibrarianship�oStandards for PublicLibraries�oSoftware Packages forthe Small Library�oDirections in PublicAccess MicrocomputerServices�oEvaluating the SchoolLibrary Collection�oNew Non-Fiction Titlesfor Kids�oTime Management forLibrarians�oTechniques forEvaluating LibraryProgramming�Summer 1987"99

9:00 AM-12:00 Noon9:00 AM-11:00 AM9:00 AM-10:30 AM11:00 AM-12:30 PM100"Summer 1987oWooing the ProfessionalMinority JobCandidate�oEffecting ChangeThrough Lobbying�oStart-Up and Fee Settingfor Online Reference�oVideocassettes in theLibrary: Education orEntertainment�oHandling Complaintsabout LibraryMaterials�oClosing the Missing Link:African AmericanGenealogy�oContinuing Education: ASolution in Search of aProblem�oAre Library SchoolsGraduating QualifiedLibrarians�oMerchandising LibraryMaterials�oHomework Assistance inPublic Libraries�oCooperation BetweenSchools and the PublicLibrary�oBranch Library Serviceto Low IncomeNeighborhoods�oUsing AutomatedSystems to ImproveCollection DevelopmentEfforts�oEvaluating Adult BookCollections in PublicLibraries�Additional topics will beannounced orsubstituted.PLS YA Committee Film &Video ShowingsPLS YA CommitteeProgramDeborah Taylor, YAServices Coordinator,Enoch Pratt LibraryRTSS Concurrent InterestGroupsAcquisitions; CatalogingRTSS Concurrent InterestGroupsSerials; CollectionDevelopment10:00 AM-12:00 Noon Documents:Section11:00 AM-12:00 Noon12:00 Noon-2:00 PM2:00 PM-3:30 PM2:00 PM-4:00 PMProgramGovernment InformationShowcase; Federal, Stateand Local ResourcesNorth Carolina PublicLibrary DirectorsAssociation Reception;Honored Guests:Distinguished ServiceAward WinnersChampagne LuncheonPhilip S. Ogilvie MemorialLectureTentative Speaker: Hon.Elizabeth Dole, Secretary,US. Department ofTransportationNorth CarolinaAssociation of SchoolLibrarians ProgramoOur Image is Showing�Solinet Users GroupProgramoSOLINET Update�Maya Angelou will be one of the featured speakers at thisyearTs NCLA Conference to be held in Winston-SalemOctober 28-30.

Libraries: Spread the News1987 NCLA Biennial ConferenceOCT. 28-30, 1987 WINSTON-SALEM, N.C.Pre-Registration and Meal ReservationsDeadline for Pre-Registration " September 15, 1987Note: Convention-rate rooms have been reserved at the Hyatt Winston-Salem, Winston Plaza Stouffer Hotel and Quality InnTriad Plaza. To obtain convention rates at these hotels, you must make a reservation DIRECTLY with HousingBureau/Convention and Visitor Bureau, P.O. Box 1408, Winston-Salem, N.C. 27102, by September 25, 1987. Use enclosed sheet.Name.MIDDLE (PLEASE PRINT)Mailing Address LibraryInstitution/AgencyPreferred Badge Name (If not as above)Registration Badges Required in Exhibit Hall and all MeetingsPre-Registration Members"Entire ConferenceNon-Members"Entire ConferenceRegistration at Conference Members"Entire ConferenceNon-Members"Entire ConferenceLibrary School StudentsLibrary School AttendingMEAL FUNCTION RESERVATIONS(No Reservations for Meal Functions Accepted Without Conference Pre-Registration)**NO TICKETS FOR MEALS SOLD AT TIME OF CONFERENCE** No.AttendingAll Conference Round-up Dinner De OO EWM. os ts eee nee ce bes Free (With Registration Badge) $ _____No.AttendingAll Conference Round-up Dinner Oct. 238),6:00 PIM gina silekois ob epoiiine waom ae 63 Ua 0,0) aieRTSS Breakfast =Trustee LuncheonChildrenTs Services Breakfast . .Beta Phi Mu BreakfastGala Awards Luncheon Oct. 30, 12:00 NoonTOTAL REGISTRATION & MEALS:Deadline " September 15, 1987Make check payable to: NCLA CONFERENCEMail to: NCLA Pre-registration1987 Biennial ConferenceP.O. Box 15526Winston-Salem, N.C. 27113-5526Your registration materials (including receipt and meal function tickets, if any) will be distributed from theConference Registration Desk.Feel Free to Duplicate This Form for FriendsSummer 1987"101

Hotel ReservationsWinston-Salem Convention and Visitors BureauHousing BureauNorth Carolina Library AssociationOctober 27-30, 1987Deadline for Receipt: September 25, 1987Sleeping rooms for those attending the North Carolina Library Association have been reserved at the three hotels listed below.All housing will be handled by the Winston-Salem Housing Bureau, and all housing applications must be sent directly to theBureau. Room reservations will be made in order of requests received. Requests must be received in writing. Phone calls are notaccepted. After you have received confirmation, any reservation changes must be made through the Housing Bureau, Conventionand Visitors Bureau (919) 725-2361.Hotel Single/Double Triple/Quad Check-In TimeHyatt Winston-Salem $56/$62 $68/$74 3:00 p.m.Quality Inn Triad Plaza 35/ 40 40/ 40 12:00 noonStouffer Winston Plaza Hotel 59/ 65 75/ 75 3:00 p.m.Please reserve hotel rooms as follows:First Choice Hotel:Second Choice Hotel:Arrival Date:Departure Date:Check one:6:00 p.m. Arrival (Do not hold room after 6:00 p.m.)Guaranteed Late Arrival"A major credit card number or one nightTs deposit must be enclosed to guarantee yourroom for late arrival. (With guaranteed reservation, you will be billed for the first nightTs room rental if you do notattend and fail to cancel the reservation at least 48 hours prior to scheduled arrival.)Credit Card Type:Card: NUND CN ese ee eee Hixpiration Dave:Deposit enclosed: $(Make checks payable to Winston-Salem Housing Bureau.)Return this form to:Housing BureauWinston-Salem Convention and Visitors BureauPost Office Box 1408Winston-Salem, North Carolina 27102102"Summer 1987

NCLA MinutesNorth Carolina Library AssociationMinutes of the Executive BoardFebruary 6, 1987The Executive Board of the North Carolina Library Associa-tion met on February 6, 1987 at 10:00 a.m. at the CumberlandCounty Public Library in Fayetteville. Executive Board memberspresent were Pauline F. Myrick, Patsy Hansel, Rose Simon,Dorothy Campbell, Nancy Fogarty, Mae Tucker, Kieth Wright,Jerry Thrasher, Frances Bradburn, Benjamin Speller, Jr., ArialStephens, Rebecca Taylor, Elizabeth Smith, Mary Avery, Wal-trene Canada, Nancy Massey, Jean Amelang, April Wreath, J. A.Killian and Mary McAfee. Committee representatives presentwere Doris Anne Bradley, William Bridgman, Geneva Chavis,Melanie Collins, Judie Davie, David Fergusson, Howard McGinn,and William H. Roberts, III. Also present were Jane Williams,State Library Director; Dale Gaddis, Director of the DurhamCounty Library and President of the North Carolina DirectorsAssociation; Tindra Foti of the Cumberland County PublicLibrary; and Jim Govern of the Forsyth County Public Library.President Myrick called the meeting to order and thankedeveryone for coming to this meeting which was called because astatewide snowstorm caused cancellation of the meeting sched-uled for January 23. She recognized Jerry Thrasher, Director ofthe Library, who welcomed the Board. Mrs. Myrick acknowl-edged the presence of guests and observers and welcomed them.The agenda was presented and approved.The minutes of the meeting of October 22, 1986 wereapproved as distributed by the Secretary.President Myrick called for the TreasurerTs report. NancyFogarty distributed copies of the TreasurerTs Report, January 1,1986-December 31, 1986 and reviewed its various parts.Included was a sheet of miscellaneous information whichreveals the count of the number of members in each section asof December 31, 1986 as follows:ChildrenTs 207 NCASL (School) 884College/Univ. 261 Public 347Documents 66 Reference & Adult 208Ethnic Minority 81 RTSS 197JMRT 41 Trustees 195Jr. & Com. Coll. 64 Women 219Fogarty reported that NCLA has a total of 2,150 members(personal, trustees, institutional and honorary). She calledattention to a table appended to the report which shows thedistribution of amounts paid as dues to sections and round-tables during 1986-1987.A report of the NCLA 1987 Conference Planning Committeewas presented by Patsy Hansel, First Vice-President/President-Elect and Chair of the Committee. She distributed copies of theupdated, tentative conference program and minutes of theCommitteeTs meeting of January 8, 1987, and commented aboutrecent progress of the committee. Local Arrangements Chair BillRoberts stated that everything is going well. Some space foradditional programs still exists.Responding to the call for a report on North CarolinaLibraries, Frances Bradburn, editor, announced the deadlines,themes and guest editors for the next three issues as follows:February 10"Status of Women and Minorities in Librarianship,Jean Weldon; May 10"Education in Librarianship, Dr. BenjaminSpeller; August 10"Intellectual Freedom, Dr. Gene Lanier. Thedeadline for the Conference issues (Winter 1987) is November10, 1987. Bradburn said additional manuscripts are needed tosupplement small thematic issues; however, speeches are notincluded in the publication, except in the conference issue.The report of the Governmental Relations Committee waspresented by William Bridgman, chair. Referring to an informa-tion packet which he had distributed by mail to Executive Boardmembers, he reviewed plans for the 1987 observance of NationalLibrary Legislative Day scheduled for April 7 in Washington, D.C.He announced that a briefing session will be held on March 27 atthe State Library from 10:30 a.m. until 12:30 p.m. at which timeissues addressed by resolutions committed to ALA Council willbe discussed. Bridgman urged Board members to encourage cap-able persons to cooperate with the Committee. He distributed abrochure, a tentative agenda, and information on accommoda-tions for participants.Awareness was raised that the Committee has the right tomake a financial contribution to the National Library LegislativeDay observance program using funds from its budget.President Myrick recognized Doris Anne Bradley, chair ofthe Constitution, Codes, and Handbook Revision Committee,and Mae Tucker, Parliamentarian. Bradley addressed the Board,stating that the Committee is attempting to determine where weare now as consideration is given to the recommendations of theFutures Committee. It is essential that sectionsT revised state-ments be reviewed by the Committee to ensure that they areconsistent with the AssociationTs bylaws before they areadopted. Bradley urged that all groups review the Handbookand inform the Committee regarding the status of their bylaws.A request for this information will be sent out by the Committee.Commenting on the work of the Archives Committee in theabsence of Maurice York, chair, President Myrick informed theBoard that an inventory of the AssociationTs records housed inthe State Library has been completed, Future plans of theArchives Commitee include the transferring of records to theState Archives and perfecting a records retention-dispositionschedule for current records.The minutes of the Intellectual Freedom Committee'smeeting of December 5, 1986 received from Dr. Gene Lanier,chair, were distributed to board members.President Myrick called for the report of the ChildrenTs Sec-tion. Chairperson Rebecca Taylor announced that Jack Pre-lutsky, noted childrenTs poet, will speak at the SectionTsbreakfast during the NCLA 1987 Biennial Conference. The Sec-tion hopes to support a new member's attendance at the Con-ference and is seeking a sponsor of a membership award thatwill make this possible.Reporting for the College and University Section, Chair-person Elizabeth Smith announced that the Section will sponsora program on public services aspects of online catalogs on May1, 1987 at Meredith College. The keynote speaker will be BetsyBaker, Chairperson of the Bibliographic Instruction Section ofACRL. The SectionTs speaker at NCLA Conference will be Dr.Joanne Euster, Director of Libraries at Rutgers University andSummer 1987"103

NCLA MinutesPresident-Elect of ACRL.Mary Avery, Chair of the Community and Junior CollegeSection, reported that the SectionTs speaker for the NCLA Bien-nial Conference will be John Lubans, Associate UniversityLibrarian at Duke University. Ways to increase membership arebeing explored, and it is planned that all North Carolina com-munity and junior college librarians will be invited to join NCLAand the Section.The report of the Documents Section was given by WaltreneCanada, chairperson. She reported that thirty-five librariansattended the workshop on maps sponsored by the Section onNovember 7, 1986 in Greensboro. The Section is planning toco-sponsor with the Durham County Library a spring workshopon county government on May 1, 1987 at the Durham CountyLibrary. Canada then commented about activity centeredaround the effort to gain passage of the publicationTs depositorybill. She called attention to the information packets prepared byPat Langelier and other members of the Depository SystemCommittee which were distributed to board members. Thisinformation will be sent to legislators, librarians, concerned citi-zens and special interest groups, Canada acknowledged the dili-gence of the Committee members and urged the Board toconsider assisting them in this effort.The report for the Junior Members Roundtable was given byMelanie Collins in the absence of Stephanie Issette. She saidplans for the NCLA Biennial Conference are being discussed, butbudgetary limitations must be considered. The Roundtable andBaker and Taylor will again sponsor a grant of $250 to supportattendance at the conference by a library school student.Judie Davie presented the report for the North CarolinaAssociation of School Librarians in the absence of Helen Tug-well, Chairperson. She stated that approximately 40 NorthCarolinians attended the 1986 Conference of the AmericanAssociation of School Librarians and many of them made pre-sentations. There were 1,049 registered participants at theNCASL Biennial Work Conference of 1986, at which the follow-ing awards were made: Administrator of the Year 1986 to Dr.Stuart Thompson, Superintendent, Hickory Public Schools; theMary Peacock Douglas Award to Vergie Cox; and scholarshipawards to Rita Earley and Helen Jones Rice, students at EastCarolina University and Western Carolina University, respec-tively.The Section is planning to observe School Library Media Dayof 1987 in April and has selected the theme oTake Time to Read"Use Your Library.�Copies of the videotape of Richard PeckTs address before theNCASL Biennial Work Conference of 1986 are available fromNCASL. :Mrs. Myrick called for the report of the North Carolina Pub-lic Library Trustee Association. J. A. Killian, Chair, stated thatplans are going forward for the National Library Legislative Day,the Librarian/Trustee Conference scheduled to be held in May,and the Trustee Dinner which will be held during the NCLA 1987Biennial Conference.Nancy Massey, chairperson of the Public Library Section,reported that the committees and Executive Board are continu-ing to function actively.Reference and Adult Services Section chairperson JeanAmelang informed the body that sixty librarians attended ses-sions in which sixteen presenters were involved at the workshopoHigh-Touch/High Tech: Enhancing Reference Service withTechnology� held on November 7, 1986. A workshop on refer-ence management is being planned.April Wreath gave the report of the Resources and Techni-cal Services Section, noting that the composite evaluations fromthe Fall Conference oCoping with Change: Strategies for Survi-val� were in general highly favorable. She stated that a decisionwas made to decline on sponsoring with the College and Univer-sity Section a spring conference due to the time needed for104"Summer 1987planning a full RTSS program for the NCLA Conference.In the absence of Sylvia Sprinkle-Hamlin, Geneva Chavispresented the report for the Roundtable for Ethnic MinorityConcerns. She announced that a genealogy workshop is sched-uled for February 20, 1987 at A & T State University. Includedin the winter issue of REMCOTs regular newsletter is a report byDr. Benjamin Speller entitled oMinority Representation inLibrarianship.� Chavis reminded us that the Roundtable is to beone of the sponsors of the Maya Angelou presentation scheduledfor the NCLA 1987 Biennial Conference.Mary McAfee, reporting as Chair of the Roundtable on theStatus of Women in Librarianship, stated that a brochure willsoon be released to announce a workshop oRisk-taking and Sur-viving Your Mistakes� set for March 13, 1987 in Winston-Salem. Asummer workshop on management is also being planned.President Myrick called for the report of the NCLA CouncilChapter Representative. Kieth Wright called attention to theresolutions passed recently by ALA Council, copies of whichwere included in a report mailed to the Executive Board. Hestated that at the request of the Documents Section DepositorySystem Committee, a resolution supporting the North CarolinaState Publications depository bill was introduced in Council andpassed as an ALA Council resolution on January 21, 1987. TheASCLA Board, GODORT group, and other state councilors sup-ported the bill. Diana Young, Councilor-at-Large, seconded theresolution. Wright mentioned also that the candidates for presi-dent of ALA are southeasterner William Summers, Dean of theFlorida State University School of Library and InformationScience Studies; Thomas Dowlin, Director of Library, Pikes PeakLibrary System; and Linda Ann Doughtery of the Chicago PublicLibrary.The Southeastern Library Association Representative JerryThrasher pointed out that the 1987 SELA Leadership Workshopis set for March 2-3, in Atlanta. The next SELA Biennial Confer-ence will be held on October 25-28, 1988 in Norfolk, Virginia.Thrasher advised that SELA members who are interested inbeing assigned to committees should contact President CharlesBeard.The report of the Networking Committee was presented byHoward McGinn. He mentioned that at the close of the firststage of the networking program a list of serials is available tofull users of OCLC. The Western Union programs are going well,job openings in the state are online, and telefacsimile equipmenthas been placed in the State Library and in libraries at DukeUniversity, the University of North Carolina at Chapel Hill andNorth Carolina State University. He stated that attention is nowbeing directed toward demonstrating to other agencies howlibraries can help them distribute information.President Myrick recognized State Librarian Jane Williams.Miss Williams reported on Governor MartinTs formation of a Tele-communications Policy Roundtable, co-chaired by the Secretaryof the Department of Administration and the Chairman of theNC Utilities Commission. The roundtable has representativesfrom government and industry, and the State LibraryTs inclusionshould be of benefit to libraries across the state. Miss Williamsalso reported that the Governor's recommended budget con-tains the first state appropriation for the NC Information Net-work and additional funds for the Regional Library for the Blindand Physically Handicapped and for the statewide AudiovisualService (formerly Film Service).In behalf of John Welch, the State LibraryTs Grants Admin-istrator, Jane Williams distributed copies of the guidelines andapplication forms for the LSCA-funded continuing educationgrants to support section, roundtable or committee programs atthe 1987 NCLA conference. She noted that most of Mr. WelchTsformer consultant duties have been assumed by Kitty Smith,whose title is Management Consultant. The vacant position hasbeen redescribed as a Business and Adult Services Consultantand is now being advertised.

President Myrick at this point raised the question as towhether the Association is to continue to issue courtesy mem-berships to key people in the legislature. Following discussion, amotion by Arial Stephens that courtesy memberships be grantedto nine persons designated to receive them was seconded by J.A. Killian and passed.The call was made for old business, and for new business.There was none. The meeting was adjourned for lunch at 12:00noon.The meeting was reconvened at 1:50 p.m. President Myrickstated that this session would be devoted to hearing sectionsTreactions to the Futures Committee Report. She stated thatguidelines recommended by the Constitution, Codes and Hand-book Revision Committee will be used. She described the planwhich follows: As comments are presented today by representa-tives of sections, the information pertaining to the six headingsof the Report will be written down by certain officers, each ofwhom has been assigned a particular area. The comments willbe presented in written form by the compilers to the Presidentby March 25. The compilers will serve as discussion leaderswhen the issues are discussed during the Spring Workshop. Dis-cussion beginning at that time will be continued in July andbeyond, if necessary. The areas of recommendations/memo-randa and the compilers are: Establishment of Association goalsand objectives: Benjamin Speller; Employment of a managementfirm: Nancy C. Fogarty; Structure of NCLA: Jerry Thrasher;Establishment of publications committee: Arial Stephens;Changes in dues: Rose Simon; and Change to annual elections/change to annual conferences: Kieth Wright.Mrs. Myrick called to the attention of the Board lettersNCLA Minutesreceived from some persons who could not be present at thismeeting, including that of Leland Park which was mailed to allboard members. She read letters from Emily Boyce, BeverlyBury, Jean Porter, Bill Kirwan, Mertys Bell and Susan Casper.The need for a record which shows each sectionTs formalposition statement was noted by several Board members. Presi-dent Myrick stressed the point that responses in all formats arewanted and that other approaches for disseminating the infor-mation will be considered. It is essential that feedback isreceived in any form in which a section may wish to provide it.President Myrick called for the presentations of reactions tothe Futures CommitteeTs Report. Presentations were made bysection representatives and comments were recorded by com-pilers assigned to the task.Finally, interest was expressed by board members in findingout what the specific charge to the Futures Committee was. Mrs.Myrick said she will bring this information to the Board.Everyone was urged to send to compilers commentsappropriate for inclusion in the compilations in time for them tobe prepared for presentation at the Spring Workshop.At this point, Waltrene Canada again expressed interest inreceiving suggestions concerning the material distributed todayby the Documents SectionTs Depository System Committee.President Myrick expressed thanks to everyone for workingfor the Association and reminded us that the next meeting andthe Spring Workshop will be held on April 24-25 at GreensboroCollege.There being no further business, the meeting was adjournedat 3:00 p.m. fanDorothy W. Campbell, Secretary cl1987:AS DESIGNATED BY CONGRESSCCPao rr |Para 98 0 |_|MT osteo |_|aaa Ser aeNOTEPADS 10-90 @$5.25 per 10(50 sheets each) 100-900 @$4.75 per 10Over 1,000 @ $9.50 per 100TOTAL ENCLOSEDPREPAID ORDERS PLEASE.2oSa3UTD IRA THLE R {LB E Il Iwll RECA DINGWLIS ON BOOKMARKS, IBUMPERSTICKERS, |SHOPPING BAGS AND MORE |FOR ALL YOURLITERACY PROMOTIONS |IN 1987. |o)TD RATHER BE READINGT |IS JOINTLY SPONSORED BYTHE ASSOCIATION OF |AMERICAN PUBLISHERS AND |THE CENTER FOR THE BOOKIN THE LIBRARY OF CONGRESS. |Summer 1987"105

New Public Library Standardsfor North CarolinaEditorTs Note: Sharon L. Baker, Assistant Professor in theDepartment of Library Science/Educational Technology at theUniversity of North Carolina at Greensboro and WilliamBridgman, Director of the Sandhill Regional Library System,Rockingham, are chairs of the two committees working togetherto develop new standards to replace the 1976 version of Stan-dards for Public Library Service in North Carolina. Baker ischair of the Statistics and Measures Committee of the PublicLibraries Section of NCLA. Bridgman is chair of the StandardsCommittee of the North Carolina Public Library Directors Asso-ciation. This short article will be the introduction to the newstandards, which will be issued in draft form late this summer.Why Have Public Library Standards?The library literature gives three main rea-sons for standards:1. Standards help speed library developmentby: (a) setting minimally acceptable levels of ser-vice toward which libraries can strive; (b) helpinglibrarians justify funding increases; (c) aidinglibrarians in goal setting and in planning forimprovement; and (d) assisting in the establish-ment of new services and the spread of ideas.2. Standards provide the best professionaljudgment on what libraries should be doing.Therefore, librarians receive the benefit of expertadvice at little or no cost to the individual library.3. Standards provide libraries with a meansof gauging the adequacy of their existing servicesand collections, and evaluating the effectivenessof current practices.The level of sophistication in the develop-ment of standards has increased over the years,but the reasons for developing this type of tool toaid librarians are as valid today as they werewhen the first set of public library standards waspublished.What Kind of Standards Should We Have?Traditional library standards, which aregenerally quantitative and oriented toward re-sources rather than users, are no longer lookedupon with favor in some segments of the publiclibrary field. Objections to quantitative standardsinclude the following:1. traditional standards often lack an empiri-cal base, which makes them at best an informed106"Summer 1987guess as to what libraries should do and at worstincorporate unproven assumptions and biases;2. traditional standards tend to focus onquantity to the exclusion of quality;3. traditional standards may overemphasizeresources based on the not necessarily correctbelief that increased resources always result inbetter service;4. traditional standards do not always takeinto account variations in library size;5. traditional (minimum) standards are oftenignored by better libraries since they cannot beused to justify these librariesT needs;6. traditional standards are often ignored byinadequate libraries because the standards areconsidered unrealistic given the libraryTs size orfunding situation; and7. the use of traditional standards is not regu-lated, or sometimes even encouraged, thus theiruse for the most part has been voluntary anddependent on the willingness of individual librar-ians to accept and use them.For these reasons, the Public Library Associa-tion, a division of the American Library Associa-tion, has consciously chosen since the late 1970sto avoid relying on standards of the traditionalquantitative type. Instead, it recommends lettinglibraries set their own user-oriented (output)standards after analyzing the needs of the com-munities served. To this end, the Public LibraryAssociation published A Planning Process forPublic Libraries (1980). This document, and theaccompanying Output Measures for Public Li-braries (1982), were designed to guide libraries insetting their own standards. Further refinementsof these two documents will be released later thisyear through efforts of the Public Library Devel-opment Project.Why Then Is the Public Library Community inNorth Carolina Developing Its Own Standards?This period of transition between measuringlibrary effectiveness through traditional librarystandards and measuring effectiveness throughlibrary-based measures of output is a critical one.

Many public libraries in North Carolina have notyet converted to using output measures. This maybe due at least in part to methodological flaws incertain measures, flaws which the Public LibraryDevelopment Project is working to correct in thesecond edition of Output Measures for PublicLibraries.Also, some librarians have suggested thatstandards which focus entirely on outputs (use),with no consideration of resources may also beinherently flawed. This is because there isobviously a level of resources below which a pub-lic library cannot operate effectively.Finally, public librarians in North Carolinahave stated that they still wish to use quantitativestandards to help obtain appropriate funding forimproving services.The goal of the joint committees in preparinga new set of standards for public libraries in thisstate is to try to overcome potential problemsconnected with both traditional input-oriented orresource-measuring standards and the neweroutput or use-measuring standards. To do this,the joint committee adopted the following goalswhen developing standards.1. The standards should, whenever possible,contain measures of both input (resources) andoutput (use). Thus, the state will benefit from theadvantages of having user-based measures ofeffectiveness which individual libraries can use tomeasure their own progress from year to year, aswell as resource-based measures which will pro-vide more direction for improving libraries on astatewide basis. To achieve this end, the jointcommittee, when drafting revised standards, willrefer to various sets of quantitative standardsdeveloped by North Carolina and other states andto Output Measures for Public Libraries, both thefirst edition and the draft of the second revisededition.2. Whenever possible, the joint commitee issetting standards after examining research find-Public Library Standardsings or statistical data showing the level thatlibraries within the state are currently achieving.This is being done to provide an empirical base forthe new standards and to ensure that the stand-ards are realistic.3. Whenever appropriate, the joint commit-tee is setting standards to meet the needs oflibraries varying in size. This is being accom-plished by breaking the statistical data into fourpopulation-size groups to provide a basis for thedifferent standards set. Also, onorms� of bothresources and services were obtained from theCenter for the Study of Rural Librarianship inClarion, Pennsylvania, to aid in setting standardsfor the smallest libraries in the state.4. To avoid the problem of olaggards vs. lead-ers,� the committees are following the example ofIllinois, which has developed three different levelsof standards: A, B, and C. The C level is an abso-lute minimum level that all libraries should meet;the A level denotes a high level of accomplishmentin meeting a particular standard; the B level issomewhere in between.5. Whenever possible, the committees areconsidering both qualitative and quantitativestandards. The first state a philosophy of serviceand thus help guide librarians in goal setting; thesecond are measurable indicators designed toprovide a more objective basis for evaluation.6. Since the adequacy of standards is oftentied to their wording, the joint committee is tryingto ensure that the standards are clearly writtenand include definitions wherever appropriate, sothey will convey the same meaning to everyone.To aid in widespread acceptance of the com-pleted standards, the joint committee is develop-ing standards in conjunction with those who will beusing them. Assistance and support are beingreceived from individual public librarians, publiclibrary directors, and staff members at the NorthCarolina Division of State Library. |ClSv UeMeMeESRSummer 1987"107

ANNOUNCINGA NEW WAY TO MEET YOUR CONTINUING EDUCATION AND STAFF DEVELOPMENT NEEDSNORTH CAROLINA CENTRAL UNIVERSITYSCHOOL OF LIBRARY AND INFORMATION SCIENCE'SOFFICE OF CONTINUING EDUCATION AND LIBRARY STAFF DEVELOPMENTservicesNeeds Assessments " \We help you or your organization determine your continuing educationand staff development needs.Workshops " We conduct workshops on a wide range of topics.Courses and Institutes " We offer full-length courses and special institutes.Microcomputer Laboratory " We offer hands-on training in the use of microcomputers inlibraries.For more information on our program and services, contact:Duncan Smith, CoordinatorOffice of Continuing Education and Library Staff DevelopmentSchool of Library and Information ScienceNorth Carolina Central UniversityDurham, N.C. 27707phone: 919-683-6485919-683-6347108"Summer 1987

JOIN NCLATo enroll as a member of the association orto renew your membership, check the appro-priate type of membership and the sections orroundtables which you wish to join. NCLAmembership entitles you to membership inone of the sections or roundtables shownbelow at no extra cost. For each additionalsection, add $4.00 to your regular dues.NORTH CAROLINA LIBRARY ASSOCIATIONO Newmembership O Renewal O Membership no.NamePositionBusiness AddressCity or Town StateMailing Address (if different from above)Return the form below along with yourcheck or money order made payable to NorthCarolina Library Association. All membershipsare for two calendar years. If you enroll duringthe last quarter of a year, membership willcover the next two years.CHECK TYPE OF DUES:O SPECIAL-Trustees, paraprofessional and support staff,non-salaried persons, retired librarians, library schoolstudents, ~Friends of the Library,�T and non-librar-O LIBRARIANS"earning up to $12,0000 LIBRARIANS"earning $12,000 to $20,000O LIBRARIANS"earning over $20,0000 CONTRIBUTING"Individual, Association, Firm, etc. in-terested in the work of NCLA0 INSTITUTIONAL"Same for all librariesCHECK SECTIONS: One free; $4.00 each additional.O WomenTs Round TableD Ethnic Minorities RTO ChildrenTsO CollegeD Documents O Ref. & AdultO Jr. College OORTSS (Res.-Tec.)OO NCASL (School) 0 JMRTO TrusteesO PublicAMOUNT ENCLOSED $______Mail to: Nancy Fogarty, Treasurer, NCLA, P.O. Box 4266, Greensboro, N.C. 27404Summer 1987"109

PresidentPAULINE MYRICKBox 307Carthage, NC 28327(919) 947-2763First Vice-President/President-ElectPATSY J. HANSELCumberland County PublicLibrary300 Maiden LaneFayetteville, NC 28301(919) 483-1580Second Vice-PresidentROSE SIMONDale H. Gramley LibrarySalem CollegeWinston-Salem, NC 27108(919) 721-2649SecretaryDOROTHY W. CAMPBELLSchool of Library andInformation ScienceNorth Carolina CentralUniversityDurham, NC 27707(919) 683-6485TreasurerNANCY CLARK FOGARTYJackson LibraryUniversity of North CarolinaGreensboro, NC 27412(919) 334-5419DirectorARIAL A. STEPHENSRichard H. Thornton LibraryP.O. Box 339Oxford, NC 27565(919) 693-1121DirectorBENJAMIN F. SPELLER, JR.School of Library andInformation ScienceNorth Carolina CentralUniversityDurham, NC 27707(919) 683-6485Past PresidentLELAND M. PARKLibrary of Davidson College -Davidson, NC 28036(704) 892-2000ALA RepresentativeKIETH C. WRIGHTDept. of Library Science andEducational TechnologyUniversity of North Carolina-GreensboroGreensboro, NC 27412(919) 334-5100110"Summer 1987NCLA EXECUTIVE BOARD1985-1987SELA RepresentativeJERRY THRASHERCumberland County PublicLibraryFayetteville, NC 28302(919) 483-8600Editor, NORTH CAROLINALIBRARIESFRANCES BRADBURNGateway Plaza2431 Crabtree BoulevardRaleigh, NC 27604(919) 733-2864SECTION/ROUND TABLE CHAIRSChildrenTs ServicesREBECCA TAYLORNew Hanover Co. PublicLibrary201 Chestnut StreetWilmington, NC 28401(919) 763-3303College and UniversityELIZABETH H. SMITHJoyner LibraryEast Carolina UniversityGreenville, NC 27834(919) 757-6692Community and Junior CollegeMARY AVERYLearning ResourcesRowan Technical CollegeP.O. Box 1595Salisbury, NC 28144(704) 637-0730DocumentsJANET M. ROWLANDForsyth County PublicLibrary660 West Fifth StreetWinston-Salem, NC 27101(919) 727-2220Junior Members RoundtableSTEPHANIE ISSETTEAtlantic Christian CollegeWilson, NC 27893(919) 237-3161N.C. Association of SchoolLibrariansHELEN TUGWELLNorth Central RegionalEducation CenterP.O. Box 21889Greensboro, NC 27420(919) 334-5769Public LibrariesNANCY MASSEYHyconeechee RegionalLibraryP.O. Drawer EYanceyville, NC 27379(919) 694-6241Reference and Adult ServicesJEAN S. AMELANGNew Hanover Co. PublicLibrary201 Chestnut StreetWilmington, NC 28401(919) 395-0449Resources and TechnicalServicesAPRIL WREATHUniversity of North CarolinaGreensboro, NC 27412(919) 379-5781Round Table for EthnicMinority ConcernsSYLVIA SPRINKLE-HAMLINForsyth County PublicLibrary660 W. Fifth StreetWinston-Salem, NC 27101(919) 727-2556Round Table on the Status ofWomen in LibrarianshipMARY McAFEEForsyth County PublicLibrary660 W. Fifth StreetWinston-Salem, NC 27101(919) 727-2264TrusteesJ. A. oJAKE� KILLIANP.O. Box 143Peachland, NC 28133(704) 272-8375